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Beginning 
or First Year Latin 


Prepared especially for the instruction 
and training of students of the 
American School 


By 

Charles H. Van Tuyl, A.B. 

Instructor in Latin, University High School, University of Chicago 
Formerly Instructor in Latin, Chicago Manual Training School 


j j ■> 
3 


American School 

Chicago U. S. A. 








copyright, 1914 , 1917 , 1920 , 1923 , bt 
• AMERICAN SCHOOL 


COPYRIGHTED IN GREAT BRITAIN 
ALL RIGHTS RESERVED 



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( 



FEB 16 1323 

© Cl A e O S 301 


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a- 


BEGINNING OR FIRST YEAR 
” LATIN* 

INTRODUCTORY 

Before attempting* to study any foreign language, you must be 
familiar with the essentials of your own. That is, you must 
be familiar with the parts of speech, namely, the noun, pronoun, 
adjective, verb, adverb, preposition, conjunction, and interjec¬ 
tion, so that you can define them and readily pick them out and 
identify them in sentences. Besides this you must be able to 
classify the parts of speech, that is, to tell the different kinds 
of nouns, pronouns, and so on. You must be able to tell whether 
a verb is transitive or intransitive. Then, again, the parts of 
speech do not always occur in the same form, but have different 
forms (modifications) to indicate different meanings and uses. 
This change in form to indicate change in meaning is called 
inflection. Inflection when applied to nouns, pronouns, adjectives, 
and participles is called declension , and has reference to the case 
and number of these parts of speech. Inflection when applied 
to verbs is called conjugation and has reference to the voice, 
mode, tense, person, and number of verbs. Inflection when 
applied to adjectives and adverbs is called comparison and has 
reference to the positive, comparative, and superlative degrees. 
Therefore, it is necessary to have a working knowledge of the 
parts of speech, their classes and modifications. 

The sentence must be studied, so that you can pick out the 
subject, predicate, and object. Tell what words modify other 
words. Tell the kind of sentence based upon what the sentence 
expresses, that is, the meaning; and based upon the way the 
sentence is built, that is, the form. When classified according 

♦ This book is based upon Collab and Daniell's “First Year Latin” and follows 
it closely lesson by lesson. 


1 


2 


BEGINNING OR FIRST YEAR LATIN 


to meaning, sentences are declarative, interrogative, imperative, 
or exclamatory. When classified according to form, they are 
simple, complex, or compound. 

The parts of speech, their classes and modifications, and 
sentences are discussed in a way sufficiently technical on pages 
one to thirteen of our textbook. Review and study the subject 
matter on these pages. When you are reasonably sure of this 
work, which is common to all language, you are ready for your 
first lesson in Latin. 


PRELIMINARY REVIEW 


In the following sentences pick out: 


A noun (1)* 

A pronoun (2) 

A verb (4) 

An adjective (3) 
An adverb (5) 

A preposition (6) 

A conjunction (7) 
An interjection (8) 


A simple sentence (17) 

A complex sentence (19) 

A compound sentence (18) 

A declarative sentence (10) 

An exclamatory sentence (10) 
An imperative sentence (10) 
An interrogative sentence (10) 
A relative clause (2, b) 


Sentences: 

“Lives of great men all remind us 
We can make our lives sublime, 
And, departing, leave behind us, 
Footprints on the sands of time. ’ ’ 

“Oh! That this too solid flesh would melt!” 

“He who steals my purse steals trash.” 

Halt! Who goes there? 

Write out a definition of: 

Person (2, a) 

Number (23) 

Gender (25) 

Case (24) 

Voice (28) 

Mode (29, 30,31) 

Tense (33) 

Positive Degree (26) 

Comparative Degree (26) 

Superlative Degree (26) 


Conjugation (27) 

Declension (22) 

Comparison (26) 

Transitive Verb (4, a) 
Intransitive Verb (4, b) 

Subject of a sentence (11, a) 
Predicate of a sentence (11, b) 
Object of a verb (14) 
Independent clause (18, Note) 
Dependent clause (19, Note) 


Numbers in parentheses refer to section number in Collar and Daniell. 


BEGINNING OR FIRST YEAR LATIN 


3 


INTRODUCTORY LESSON 
Assignment of work. 

The Introductory Chapter of Collar and DanielFs First Year 
Latin, pages 15 to 19 inclusive, will be referred to many times 
in the course of our work. It is not necessary to learn all of it, 
but there are many things which we must know before we can 
go ahead intelligently. Read the whole chapter right through 
the first thing in order to get the lay of the ground, then go 
back and learn: 


How the Latin alphabet compares with the English alphabet (section 36, 
page 15). 

^Sounds of the letters. Vowels (section 39, page 15). Consonants 
(section 41, page 16). Diphthongs (section 40, page 16). Practice orally 
on these sounds. If possible, get one who knows to hear you give them. 

How a Latin word is divided into syllables (section 42, page 16). 
The name of each of the first three syllables of a Latin word counting 
from the right (section 42,5, page 16). 

What is meant by a long vowel, what is meant by a short vowel 
(section 43, 1, page 17). 

What is meant by a long syllable, what is meant by a short syllable, 
and when a syllable is long (section 43, 5 and 6, page 17). 

Where the accent occurs on a Latin word (section 44, 1, 2, and 3, 
page 17). 

When you feel you have a fair working knowledge, practice 
reading aloud the little poem in section 45. Listen to yourself 
as you pronounce the words and see that you give the proper 
Latin sound to the vowels and consonants, that you divide each 
word into syllables correctly, and that you place the accent 
where it belongs. Notice that the only question in regard to 
accent is in words of more than two syllables. In words of 
more than two syllables the accent will be oh the penult if the 
penult is long; if it is short the accent will be on the antepenult. 
When you can do these three things correctly, namely, give the 
correct sound to the letters, divide a word into syllables, and 
place the accent where it belongs, you can read Latin correctly. 


* The Roman method of pronunciation is used since this is the nearest to that 
used by the Romans. 


4 BEGINNING OR FIRST YEAR LATIN 

PRELIMINARY REVIEW 

Divide the following words into syllables by leaving a space 
between each syllable. Indicate with the accent mark the 
syllable that receives the accent, e. g., amat'ne for amatne: 


discessit 

ambulatis 

ostendis 

puellae 

calore 

agricola 

obscurum 

delectare 

vagatur 

regina 

scintillulam 

feminae 

arantne 

nautarum 

Ianuarius 

filiabus 

columbaene 

poetae 

sagitta 

monstraverimus 


When is a syllable long? Give five examples from the above 
list of words. 

What syllables may receive the accent? On what syllable 
does the accent always fall if it can? What syllable never 
receives the accent? 

Name the vowels which occur in Latin. 

How does the Latin alphabet compare with the English 
alphabet ? 

Which syllable of a Latin word is the ultima? The penult? 
The antepenult? 

NOTE TO STUDENT 

Questions to be reviewed, which are found in each lesson, are for 
practice only. Examinations to be sent to the School follow each 
fifth lesson. Attention is called to the Reviews of Declension, Com= 
parison, Verb Forms, and Syntax, on pages 105 to 120. 

1. Marking vowels, (a) Long vowels are marked in the vocabularies. 
Mark all long vowels in the written exercises, (b) The mark over the final a in 
ablative case, first declension, must always be marked long, as it is part of the 
case ending. 

2. Original sentences. The English of all original Latin sentences must 
be written on your paper. Do not take the model sentences from your text or 
some other text and use them as original. 

3. Word order. The regular Latin order is subject, object, verb. The 
indirect object is generally placed before the direct object. 


BEGINNING OR FIRST YEAR LATIN 


5 


LESSON I* 

1. Assignment of work. 

On page 20, read over and study the Latin words in sections 
48 and 49, and learn their English meanings. In learning vocab¬ 
ularies, always test yourself by giving the English word from 
the Latin and the Latin word from the English. Be sure and 
learn the gender of each word and what vowels are marked long. 

Study the model sentences in section 50. Pick out the subject 
and predicate in each sentence. Notice the difference in spelling 
between puella and puellae and the consequent difference in 
translation, e. g., when the word ends in a, it is singular number; 
when it ends in ae, it is plural. Notice the difference between 
cantat and cantant. When the verb ends in t, it is singular 
number, when it ends in nt, it is plural. Notice in sentences 3 
and 4, -ne is attached to the verb; -ne is the sign of a question 
and is always attached to a leading word, not necessarily a verb; 
it is not translatable. When an interrogative word like quis 
is used, -ne is omitted. (See section 44, 3.) 

Notice the model sentences in section 50: 

In Latin there is no article. Translate the article needed with each 
noun; e. g., puella, a girl, the girl, girl. 

Verbs agree with their subjects in number. 

Learn the rule for the subject in section 51. 

2. Questions to be reviewed. 

1. Write the English of the Latin sentences in section 52, I; 
and the Latin of the English sentences in section 52, II. Number 
each sentence as numbered in the book. 

2. Copy the Latin sentences 1, 4, 7, 9, and 10, in section 52, I, 
and underscore each subject once and each predicate twice. 

3. What is the difference in spelling between a noun that is 
the subject of a singular verb and a noun that is the subject of 
a plural verb? 

4. What is the difference in spelling between a verb that is 
the predicate of a singular noun and a verb that is the predicate 
of a plural noun? 

* The lesson number of this manual corresponds to the lesson number of Collar 
and Daniell’s "First Year Latin.” C. & D. refers to Collar & Daniell. 


6 


BEGINNING OR FIRST YEAR LATIN 


5. Write the Latin of the following English sentences: 
(1) The girl walks. (2) The girls walk. (3) The boys and 
sailors dance. (4) The spears resound. (5) Who is swimming? 
(6) Are the girls dancing? (7) The girls are singing and 
dancing. 

6. In what respect does a verb agree with its subject? 

7. What happens to the articles the, an, and a, when an English 
noun is translated into Latin? 

8. How may a question be indicated in Latin? 

9. Write the plural of all nouns in section 49. 

10. Write the plural of all verbs in section 49. 

11. Use the enclitic -ne in a sentence. 


LESSON II 

3. Assignment of work. 

On page 22, in section 53, read carefully and notice that there 
are other forms of the noun besides the nominative singular and 
the nominative plural learned in Lesson I. Remember that case 
is the variation (difference in spelling) of nouns, pronouns, 
adjectives, and participles, to show their relation to other words 
in the sentence (section 24), and then the name case will seem 
appropriate to each of these forms. 

Notice carefully the names of the cases as follows: 

1. The subject-case, called the nominative case. 

2. The of-case, called the genitive case. 

3. The to- or for-case, called the dative case. 

4. The object-case, called the accusative case. 

5. The address-case, called the vocative case. 

6. The with-, from-, by-, in-case, called the ablative case. 

Notice: 

1. When the subject-case is to be used in the singular, the ending is a. 

2. When the of-case is to be used in the singular, the ending is ae. 

3. When the to- or for-case is to be used in the singular, the ending is ae. 

4. When the object-case is to be used in the singular, the ending is am. 

5. When the xcith-, from-, by-, ixx-case is to be used in the singular, the 
ending is a. 

6. When the subject-case is to be used in the plural, the ending is ae. 

7. When the of-case is to be used in the plural, the ending is arum. 

3. When the to- or for-case is to be used in the plural, the ending is Is. 


BEGINNING OR FIRST YEAR LATIN 


7 


9. When the object-case is to be used in the plural, the ending is as. 

10. When the with-, from-, by-, in-case is to be used in the plural, the 
ending is is. 

Note: The address-ease (vocative) has the same ending as the nomi¬ 
native ease singular and plural. 

The endings a, ae, ae, am, a; ae, arum, is, as, is, are called 
case endings, because they determine the case of the noun. Learn 
these terminations (case endings) in section 53. 

The common part of a word, to which the terminations (case 
endings) are added, is called the stem. The stem of a noun is 
found by dropping the case ending in the genitive singular, e. g., 
hastae (genitive singular), hast (stem). 

Note: Notice the exception in reference to filia in note 2 at the bottom 
of page 22. 


4. Questions to be reviewed. 

1. Learn the rule for gender in section 54. 

2. Learn the words in section 55, in the way explained in 
Lesson I. 

3. Study the model sentences in section 56, and then learn 
section 57. 

4. Learn the declension of hasta. 

5. Write the English of the Latin sentences in section 58, I; 
and the Latin of the English sentences in section 58, II. 

6. Copy sentences 1, 2, 3, 6, 7, section 58, I; underscore each 
subject once, each predicate twice, each object three times. 

7. Write out the declension of each noun in section 55 in full, 
as hasta is declined in section 53. Always give abbreviations for 
case names with each form, as is given with hasta. 

8. Write the plural of each verb in section 55. 

9. Write in order the endings that determine the case of a 
noun of the first declension. 

10. What is the common part of a Latin noun called to which 
the case endings are added? How is it found? 

11. What is the prevailing gender of nouns of the first declen¬ 
sion so far studied? What exceptions have we had? 

12. What cases have the same ending? 


8 


BEGINNING OR FIRST YEAR LATIN 


LESSON III 

5. Assignment of work. 

On page 24, read sections 59 and 60 carefully and notice: 

(a) That Latin verbs are grouped into four classes distin¬ 
guished by the ending of the present infinitive as follows: 

1. The present active infinitive of verbs of the first conjugation ends 
in are, (long are), e. g., amd, amare. 

2. The present active infinitive of verbs of the second conjugation 
ends in ere, (long ere), e. g., moned, monere. 

3. The present active infinitive of verbs of the third conjugation ends 
in ere, (short ere), e. g., rego, regere. 

4. The present active infinitive of verbs of the fourth conjugation ends 
in ire, (long ire), e. g., audio, audire. 


( b ) That the arrangement of all the forms of a verb in refer¬ 
ence to voice (page 11, section 28), mode (page 12, sections 29, 
30, 31), tense (page 13, section 33), person (page 2, section 2, a), 
and number (page 9, section 23), is called conjugation (page 11, 
section 27), or inflection (page 9, section 21). 

(c) That: 

1. The ending 5 (m in some tenses) means I (acting). 

2. The ending s means you (singular, acting). 

3. The ending t means he, she, it (acting).. 

4. The ending mus means we (acting). 

5. The ending tis means you (plural acting). 

6. The ending nt means they (acting). 

Note: 6 (m), s, t; mus, tis, nt, are called active personal endings, since 
they denote the person of the verb, and that person as acting. 


( d) That there is a common part called the present stem which 
is formed by dropping the final re of the present active infinitive, 
e. g., amare (infinitive); ama (present stem). The present stem 
of all verbs is found in this way. Therefore, the formation of 
the present tense is: Present tense = present stem plus personal 
endings, e. g. 

Indicative Present 


Singular 
1st Person amo 
2d Person ama plus s 
3d Person ama plus t 


Plural 

1st Person ama plus mus 
2d Person ama plus tis 
3d Person ama plus nt 


Note: In the first person singular the stem vowel a is dropped and 0 is 
added in its place. (Section 60, a.) 


BEGINNING OR FIRST YEAR LATIN 


9 


Notice carefully where the long vowels occur, viz., in the 
second singular, and the first and second plural. Write every 
present tense this way. 

6. Questions to be reviewed. 

1. Learn the verbs in section 62. Notice that the first column 
has the present indicative form and the second column the 
present infinitive form of the corresponding present indicative 
form. A verb is always spoken of by its present indicative form, 

e. g., amo. 

2. Learn the rule of agreement in section 61, and the law in 
regard to the subjects to be used with verb forms when no sub¬ 
ject is expressed, in section 61, a and b. 

3. Write the English of the Latin forms in section 63, I; and 
the Latin of the English forms in section 63, II. 

4. How is the conjugation to which a verb belongs deter¬ 
mined? 

5. Write out the definition of: voice; mode; tense; person; 
number; conjugation; inflection. 

6. What are the active personal endings and why are they 
so called? 

7. How is the present stem of a verb found? 

8. What is the formation of the present indicative? 

9. Conjugate each of the verbs in section 62 in the present 
indicative active. (Mark vowels correctly). 

10. In section 63, I, sentences 2, 3, 4, what is -ne used for? 
(Section 50, d). 

11. In section 63, I, translate ambulat in nine (9) different 
ways. (Section 60). 

12. When the personal ending 6 (m) appears, what is the 
subject if no subject word is expressed? If s appears? If t 
appears? If mus appears? If tis appears? If nt appears? 

LESSON IV 


7. Assignment of work. 

On page 26, read sections 65 and 67 carefully, and then learn 
section 68. 


10 


BEGINNING OR FIRST YEAR LATIN 


Learn the new words in section 66. 

Notice that the genitive singular ending is given with the new 
nouns in section 66. The genitive singular ending will be given 
with each noun studied in the future. The declension of a noun 
is determined by the genitive singular ending. Therefore, learn 
the nominative and genitive singular of each noun. 

Notice that with the new verbs in section 66 the infinitive is 
given. The infinitive or its endings, viz., are, ere, ere, Ire, will be 
given with each verb studied in the future. The conjugation of a 
verb is determined by its present infinitive. Therefore learn the 
present indicative and present infinitive of each verb. 

Learn the peculiarity in declension of lilia. (See p. 22, foot¬ 
note.) 

8. Questions to be reviewed. 

1. Write the English of the sentences in section 69, I; and the 
Latin of the sentences in 69, II. Write the English of sentences 
in section 70. 

2. When is a noun put into the genitive case? 

3. What other cases have the same form as the genitive in the 
first declension ? 

4. In section 69, I, sentences 6, 7, 8, 9, and 10, what do the 
genitives agricolarum, poetae, feminae, Galbae, and nautarum 

express ? 

5. How is the possessive case expressed in English: 

1. In the singular number? 

2. In the plural number? 

6. Write out in full (like hasta, p. 22, section 53) the declen¬ 
sion of each noun in section 66. 

7. Write out in full the conjugation in the present tense (like 
amo, p. 24, section 60), of each verb in section 66. 

8. What peculiarity of declension has filia? What is this for? 

I 

LESSON V 

9. Assignment of work. 

On page 28, study section 71 carefully and compare the con¬ 
jugation of moned in the present tense with the conjugation of 
amo in the present tense and notice: 


BEGINNING OR FIRST YEAR LATIN 


11 


1. That the stem vowel (vowel with which the stem ends) is e, and 
not a as in the first conjugation. 

2. That this change from a to e results from the fact that the infini¬ 
tive of moned, which is monere, ends in long ere instead of long are as in 

amare. 

3. That the personal endings are the same, viz., o, s, t; mus, tis, nt. 

4. That the vowel is long before the personal endings s, mus, and tis. 

Learn the new words in section 72. 

10. Questions to be reviewed. 

1. Write the English of sections 73, I, and 75; and the Latin of 
section 73, II. 

2. Write the answers to the review questions in section 74. 

3. Write out in full the declension of each noun in section 72. 

4. Write out in full (like moneo, section 71) the conjugation 
of the present tense of each verb in section 72. 

5. Translate, PIratae et advenae filias poetae terrent. 

6. Give case of words underlined in question 5 and rules under 
which they come. 



BEGINNING OR FIRST YEAR LATIN 

EXAMINATION 


LESSONS I, II, III, IV, V 


Divide the following words into syllables and mark the 
syllable that receives the accent: 


(a) plratae 


(f) discessit 

(g) puella 

(h) flliabus 

(i) monstraverimus 

(j) nautarum 


(b) pecuniam 

(c) moneo 


(d) monentne 

(e) delectare 


Translate the following Latin sentences into English: 

(a) Incolae plratas terrent, 

(b) Puellae pecuniam habent. 

(c) Quis pecuniam habet? 

(d) Cuius terrain reglna llberat? 

(e) Poetane flliam reglnae delectat? 

Translate the following English sentences into Latin: 

(a) We bring Galba’s spears. 

(b) The queen’s doves delight the farmers’ daughters. 

(c) The pirates terrify the farmer’s doves. 

(d) Whose money does the queen’s daughter have? 

(e) The woman frees the dove and fortune delights 
the inhabitants. 

Write the present tense of compled, complere, (second 
conjugation. 

Write the present tense of narro, narrare, (first conjuga¬ 
tion). 

How is a question indicated in Latin? (Illustrate by 
example.) 

What case in Latin corresponds to the possessive case in 
English ? 

Write the case forms singular and plural of regina. 

In the Latin sentences for translation in question II, 
which words are subjects and which are predicates? 

In the English sentences in question III, what nouns are 
in the English possessive case? 


BEGINNING OR FIRST YEAR LATIN 


13 


LESSON VI 

11. Assignment of work. 

On page 30, study carefully section 78 and learn section 79. 
On page 31, study carefully section 80 and learn section 81. 
Notice that the to- or for- case is sometimes called the indirect 
object, and that the in idea is expressed by in with the ablative, 
and answers the question where? 

Learn the new words in section 77, and drill yourself on the 
words of the previous vocabularies in lessons I, II, III, IV, and V. 

12. Questions to be reviewed. 

1. Write the English of sections 82, I, and 83; and the Latin 
of section 82, II. 

2. Write out in full the declension of each noun in section 77. 

3. Write out in full the conjugation of the present tense of 
each verb in section 77. Those whose infinitive ends in are are 
like the present tense of amo (60); and those whose infinitive 
ends in ere are like the present tense of moneo (71). 


LESSON VII 

13. Assignment of work. 

On page 32, study sections 84, 85, and 86, carefully and notice: 

1. That nouns of the second declension may end in us and um. The 
us-nouns are masculine and the um-nouns are neuter. 

2. All us-nouns of the second declension are declined like hortus. 

3. All um-nouns of the second declension are declined like donum. 

4. That us is the ending in the singular number of the subject-case 
(Nominative). 

5. That i is the ending in the singular number of the of-case (Geni¬ 
tive). 

6. That 6 is the ending of the singular number of the to- or for-case 
(Dative). 

7. That um is the ending in the singular number of the object-case 
(Accusative). 

8. That e is the ending in the singular number of the address-case 
(Vocative) (84, a). 

9. That 5 is the ending in the singular number of the with-, from-, and 
by-case (Ablative). 

10. That I is the ending in the plural number of the subject-case (Nom¬ 
inative). 


14 


BEGINNING OR FIRST YEAR LATIN 


11. That drum is the ending in the plural number of the of-case 
(Genitive). 

12. That is is the ending in the plural number of the to- or for-case 
(Dative). 

13. That os is the ending in the plural number of the object-case 
(Accusative). 

14. That is is the ending in the plural number of the with-, from-, and 
by-case (Ablative). 

15. That the gender of nouns is indicated in the vocabularies, m, to 
denote that a noun is masculine; f, that a noun is feminine; and n, that a 
noun is neuter. 

16. The formation of the genitive singular of nouns ending in ius and 
ium (84, c). 

17. The formation of the vocative of proper names and of filius (son) 
(84, d). 

Learn the new words in section 86. 

14. Questions to be reviewed. 

1. Write the English of the sentences in sections 88, I, and 89; 
and the Latin of section 88, II. 

2. Write out in full (like hortus) the declension of all mascu¬ 
line nouns in section 86. 

Note: Notice that all neuter nouns have their nominative, accusative, 
and vocative alike in both the singular and plural number. 

3. Write out the answer to each review question in section 87. 


LESSON VIII 


15. Assignment of work. 

On page 34, study carefully sections 90, 91, and the adjectives 
in section 94, and notice: 

. 1. That the adjective bonus (and others like it) has three forms in the 
nominative singular. One form ends in us; is declined with the same 
endings as hortus (section 84); and must be used when the adjective modi¬ 
fies a masculine noun. A second form ends in a; is declined with the same 
endings as hasta (section 53); and must be used when the adjective modifies 
a feminine noun. A third form ends in um; is declined with the same 
endings as donum (section 84); and must be used when the adjective modi¬ 
fies a neuter noun. 

2. That a few nouns, e. g., nauta, agricola, Galba, poeta, and plrata, 
have the endings of feminine nouns of the first declension and yet are 
masculine. When adjectives like bonus modify these nouns and a few 
others like them, the masculine (us form) must be used, e. g., nauta bonus, 
poeta magnus, agricola validus, Galba clarus. 


BEGINNING OR FIRST YEAR LATIN 


15 


3. That bonus, -a, -um, and adjectives like bonus may appropriately be 
called adjectives of the first and second declension. 

Learn section 92. 

Learn the new words in section 94. 

16. Questions to be reviewed. 

1. Write the English of the sentences in section 95, I; and the 
Latin of section 95, II. 

2. Write out the complete declension of all nouns in section 94. 

3. Write out the complete declension of: (1) carrus validus 
(2) pilum validum (3) femina clara (4) agricola gratus. 

4. In section 95 in sentences 5, 6, 7, and 9, underscore once 
each subject, twice each predicate, and three times each object. 

5. In what respects do adjectives agree with their nouns. 
(Section 92). 

6. Why may bonus and other adjectives like bonus be called 
adjectives of the first and second declensions? 

LESSON IX 

17. Assignment of work. 

On page 36, in section 96, learn the conjugation of sum in the 
present indicative and notice: 

1. That the personal endings 6 (m), s, t; mus, tis, nt, occur here as in 
the present of amo and of moneo. 

2. That m is the ending in the first person singular. 

3. Learn the English meaning of each form. 

Study sections 98 and 100 and then learn section 99. 

In section 97, learn the new nouns with their genitive singular 
and gender; the new adjectives with their three forms for gen¬ 
der; and other new words. 

Note: Always learn the nominative and genitive, singular, and gender 
of each noun, e.g., bellum (nominative singular), belli (genitive singular, 
neuter gender). Always learn the three forms for gender of each adjective, 
e.g., bonus (masculine), bona (feminine), bonum (neuter). 

18. Questions to be reviewed. 

1. Write the English of the sentences in section 102, I; and the 
Latin of the sentences in section 102, IT. 


16 


BEGINNING OR FIRST YEAR LATIN 


2. Write out the complete declension of: (1) bellum; (2) dea; 
(3) inimlcus; (4) meum caelum; (5) latus, lata, latum. 

3. Write out the answer to each question of the review in sec¬ 
tion 101. 

4. Name the predicate nouns and the predicate adjectives in 
the sentences in section ,102, I, and II. 

5. How does one express in Latin: (1) they are; (2) you 
(plural) are; (3) we are; (4) he, she, or it is; (5) you (singular) 
are; (6) I am. 


LESSON X 

19. Assignment of work. 

We have learned in Lesson YII that nouns that end in us are 
masculine and are declined with the masculine endings of the 
second declension. There are a few nouns that end in er or ir 
that are also masculine nouns of the second’ declension and are 
declined with the masculine endings of the second declension, 
e. g., puer and vir. 

Notice in section 103 that puer is the nominative and forms 
the base to which the other case endings are added. 

Notice in section 103 that there are also adjectives that end 
in er and that the nominative singular masculine form is the base 
to which the regular endings of the other cases are added to form 
the different cases, e. g., liber. 

Notice in section 103, a, that these nouns and adjectives have 
no ending us in the nominative singular masculine. 

Learn the new words in section 105. 

20. Questions to be reviewed. 

1. Write the English of the sentences in sections 106, I, and 
107; and the Latin of the sentences in section 106, II. 

2. Write out the complete declension of: (1) vir liber; (2) 
femina tenera; (3) bellum asperum; (4) poeta miser. 

3. Write out the complete conjugation in the present indica¬ 
tive of: (1) superb, -are; (2) voco, -are. 

Note: To what conjugation do these verbs belong? 

4. Write out the answer to each question in the review in 
section 104. 


BEGINNING OR FIRST YEAR LATIN 


17 


EXAMINATION 

LESSONS VI, VII, VIII, IX, X 

I. Translate the following Latin sentences into English: 

(a) Luna viam servorum domino monstrat. 

(b) Stellae in caelo lucent et viae clarae sunt. 

(c) Domina fabulas filiabus narrat. 

(d) Amlcos, domine, in horto habes. 

(e) Puerl parvl sunt latls in vils. 

II. Translate the following English sentences into Latin: 

(a) Large stars are in the clear sky. 

(b) The master’s son gives pleasing gifts to the 
messenger. 

(c) The fierce man tells a long story to my boy. 

(d) We live in a famous town. 

(e) A strong horse delights the fierce men. 

III. Write a Latin sentence containing (a) a direct object ; 
(b) an indirect object. (Give original sentences.) 

IV. Write a Latin sentence containing an expression for 
place where. (Make the sentence original.) 

V. Write the declension of validus in all genders. 

VI. Write a Latin sentence containing a predicate noun. 

VII. Decline bellum novum in neuter gender. 

VIII. What is the ending of the vocative singular for nouns 
of the second declension ending in us in the nominative 
singular ? 

IX. What is the gender of nouns of (a) the first declension; 
(b) the second declension ending in us and r; (c) the 
second declension ending in um? 

X. What is the agreement between (a) the subject of a 
sentence and the predicate of a sentence; (b) an adjec¬ 
tive and the noun or pronoun which it modifies; (c) a 
predicate noun and the subject of the verb? 


18 


BEGINNING OR FIRST YEAR LATIN 


LESSON XI 

21. Assignment of work. 

On page 40, section 108, notice another class of nouns of the 
second declension which end in er, e. g., ager, agri; and another 
class of adjectives whose nominative singular masculine ends 
in er. Read section 108, a, carefully and note the difference 
between these nouns and adjectives, and puer and liber in sec¬ 
tion 103. 

Because the e is cut out, these nouns and adjectives are called 
syncopated, while the nouns and adjectives in section 103 are 
called unsyncopated. 

Study the model sentences in section 110; and then learn 
section 111. 

Learn the words in section 109. 

22. Questions to be reviewed. 

1. Write the English of section 112, I; and the Latin of sec¬ 
tion 112, II. 

2. Write out the complete declension of: (1) liber; (2) magis- 
ter; (3) multus, multa, multum; (4) dominus. 

3. What is the difference between a syncopated and an unsyn¬ 
copated noun of the second declension, ending in er? 

4. What are appositives? 

5. In section 112, I, sentences 10 and 11, what nouns are 
appositives ? 

6. What is the difference in spelling between the Latin word 
for book and the word for free? 


LESSON XII 

23. Assignment of Work. 

Review the present indicative of sum (96). 

Turn to page 230, section 502, and learn the imperfect indica¬ 
tive and the future indicative of sum. Be sure also to learn the 
English meaning of each form. 

Study the model sentence in sections 114 and 114, a; and learn 
the rule for the dative of possessor in section 115. 


BEGINNING OR FIRST YEAR LATIN 


19 


Study the model sentence in sections 116 and 116, a; and learn 
the rule for the dative with special adjectives in section 117. 
•Notice that these adjectives express quality, attitude, or relation. 
We shall find later that a verb that expresses either of these will 
also take a dative. Therefore, a word that expresses quality, 
attitude, or relation will be followed by the dative case. 

24. Questions to be reviewed. 

1. Write the English of the sentences in section 118, I; and 
section 120. 

2. Write out the answer to each question in section 119. 

3. Write an original sentence in Latin that illustrates the 
dative of possessor. 

4. Write the imperfect indicative, the future indicative, the 
present indicative, and the present infinitive of sum. 

5. Write the present infinitive of: (1) amo; (2) vocd; (3) 
superd; (4) monstro; (5) maned. 

6. What is meant by the present stem of a verb? How is it 
found ? 

LESSON XIII 

25. Assignment of work. 

On page 44, section 121, a, b, study the formation of the 
imperfect indicative active of amo and notice: 

1. That between the present stem ama and the personal endings there 
is a syllable ba. This syllable is the sign of the imperfect indicative. The 
imperfect indicative of each regular verb in Latin has this tense sign, and 
is to be translated as amd is translated here. 

2. That the imperfect of moneo is formed in the same way. 

3. That the - formation of the imperfect indicative equals present stem 
plus ba plus personal endings, e. g., ama plus ba plus m, mone, plus ba plus m, 
pugna plus ba plus m, terre plus ba plus m, etc. This law holds good for 
all verbs. 

Remember the formation of the present indicative—present 
indicative equals present stem plus personal endings, e. g., ama 
plus t, mone plus t, etc. 

Learn the new words in section 122. 

Study carefully the model sentences in section 123 and 123, a; 
and then learn the rule for the ablative of means or instrument 

in section 124. 


20 


BEGINNING OR FIRST YEAR LATIN 


26. Questions to be reviewed. 

1. Write the English of the sentences in section 125, I; and 
the Latin of the sentences in section 125, II. 

2. Write the imperfect indicative and the future indicative 

of: (1) impled, -ere; (2) brno, -are; (3) pugnb, -are; (4) terreo, 
-ere. 

3. Write the declension of: (1) scutum, -I; (2) somnus, -I; 
(3) noster, nostra, nostrum. 

LESSON XIV 

27. Assignment of work. 

On page 46, in sections 126 and 126, a, study the future indica¬ 
tive active of amb and moneo and notice: 

1. That the tense sign is bi. 

2. That the present stem is used. 

3. That the future tense equals present stem plus bi plus personal 
endings, e. g., ama plus bi plus s, mone plus bi plus s, etc. 

4. That the personal ending m in the first person singular is dropped 
and the tense sign vowel i is changed to o. 

5. That the tense sign vowel i in the third person plural is changed to u. 

6. That the stem vowel before ba (121) and bi (126) is always long. 

Learn the future indicative active of amd and moneo (126). 
Learn: 

1. Present indicative equals present stem plus personal endings. 

2. Imperfect indicative equals present stem plus ba plus personal 
endings. 

3. Future indicative equals present stem plus bi plus personal endings. 

Study carefully the model sentences in sections 128 and 128, a; 
and then learn the rule for the ablative of manner in section 129. 

Learn the new words in section 127, and remember to test 
yourself both ways in reviewing and learning new words, i. e., see 
the Latin word and make yourself remember the English mean¬ 
ing; then see the English word and make yourself remember the 
Latin meaning. Keep at the vocabularies in this way until you 
know them perfectly. You must know the vocabularies. 

28. Questions to be reviewed. 

1. Write the English of the sentences in section 130, I; and 
the Latin of the sentences in section 130, II. 


BEGINNING OR FIRST YEAR LATIN 


21 


2. Write the future indicative active of: (1) agito, -are; 
(2) propero, -are; (3) terreo, -ere. 

3. Write the present indicative, imperfect indicative, and the 
future indicative of teneo, -ere. 

4. Write the declension of: (1) cura, -ae; (2) studium, studl; 
somnus, -i. 

5. Write out the ablatives of manner in section 130, I and II. 

6. What is the sign of the imperfect indicative tense? Of the 
future indicative ? 

LESSON XV 

29. Assignment of work. 

On page 48, study section 131 carefully, and notice that a verb 
has four principal parts as follows: 

1. The present indicative is given as one of the principal parts in 
order to name the verb. A verb is always spoken of by mentioning the 
present indicative. 

2. The present infinitive is given as the second of the principal parts 
to give a form from which the present stem is derived. The present stem 
equals the present infinitive with the final re dropped, e. g., ama re, ama is 
the present stem. 

3. The perfect indicative is given as the third of the principal parts 
to give a form from which the perfect stem is derived. The perfect stem 
equals perfect indicative with the final i dropped, e. g., amav i, amav is 
the perfect stem. 

4. The perfect participle is given as the fourth of the principal parts. 
Give a form from which the participle or supine stem is derived. The 
participle or supine stem equals the perfect participle with the final us 
(only a gender ending) dropped, e. g., amat us, amat is the participle or 
supine stem. 

Note: All the forms of any verb are built upon some one of these 
stems. 

Remember that the present, imperfect, and future indicative 
are built upon the present stem, and then study the formation of 
the perfect active indicative tense in section 132, and notice that 
there is an entirely new set of personal endings, viz., 

1. i in the first person singular means I, acting. 

2. isti in the second person singular means you (singular), acting. 

3. it in the third person singular means he, she, or it, acting. 

4. imus in the first person plural means we, acting. 

5. istis in the second person plural means you (plural), acting. 

6. erunt or ere in the third person plural means they, acting. 

Note: Learn these endings in order. They are called the perfect per¬ 
sonal endings. 


22 


BEGINNING OR FIRST YEAR LATIN 


7. The perfect active indicative tense is formed by adding the perfect 
personal endings to the perfect stem, ,pr perfect active indicative equals 
perfect stem plus i, isti, it; imus, istis, erunt or ere. 

The formation of tenses so far studied is: 

1. Present equals present stem plus personal endings. 

2. Imperfect equals present stem plus ba plus personal endings. 

3. Future equals present stem plus bi plus personal endings. 

4. Perfect equals perfect stem plus perfect personal endings. 

Now learn the perfect indicative active of amo in section 132. 
Learn the new words in section 135. 

30. Questions to be reviewed. 

1. Write out the English of the sentences in sections 133, I, 
and 134; and the Latin of section 133, II. 

2. Write the perfect active indicative of: (1) delecto, -are, 

delectavi; (2) fugo, -are, fugavi; (3) libero, -are, liberavl; (4) 
orn6, -are, ornavi; (5) porto, -are, portavl; (6) supero, -are, 
superavi; (7) voco, -are, vocavi. 

3. Write the present indicative, the imperfect indicative, the 
future indicative, and the perfect indicative of pugno, pugnare, 
pugnavi. 

4. Write the declension of: (1) audacia; (2) vicinus; (3) 
magister. 


BEGINNING OR FIRST YEAR LATIN 


23 


EXAMINATION 

LESSONS XI, XII, XIII, XIV, XV 

I. Translate the following Latin sentences into English: 

(a) In horfo agricolae, domini mel, equ5s nigros video. 

(b) Caelum elarum nautls est gratum. 

(c) Mercurius nuntius deorum erat et scutum aureum 
portabat. 

(d) ServI in agros properabunt et magno cum studio 
laborabunt. 

(e) Agricolae frumentum in oppidum cum gaudio 
portabant. 

II. Translate the following English sentences into Latin: 

(a) A good servant is not lazy. 

(b) The messenger has a white horse. 

(c) The master was teaching the boys by means of 
books. 

(d) The men will drive the horses with great care. 

(e) We shall carry the gifts into the temple with joy. 

III. Write a Latin sentence which contains an appositive and 
tell what noun it limits, and in what respect it agrees 
with that noun. 

IV. Decline puer piger (masculine gender). 

V. Conjugate voco, vocare, in the imperfect indicative 
active. 

VI. Conjugate teneo, tenere, in the future indicative active. 

VII. Translate, naming the case of each noun and giving the 
reason for the use of that case: (a) Marcus gladio long5 
pugnabat. (b) Cum gaudio magistro librum donabit. (c) Vesta 
erat dea Romae. (d) Viro sunt miseri fllil. (e) Dona Marco, 
meo amico, erunt grata. 

VIII. What Latin words do the following suggest? (a) Multiply; 
(b) vacation; (c) amicable; (d) library; (e) magistrate; 

(f) deity; (g) studious. 

IX. Conjugate sum in the (a) present indicative; (b) imperfect 
indicative; (c) present infinitive. 


24 


BEGINNING OR FIRST YEAR LATIN 


LESSON XVI 

31. Assignment of work. 

On page 50, in section 136, study the conjugation of moneo in 
the perfect indicative active and notice: 

1. That the perfect indicative of the principal parts is formed in a 
different way than that of a verb of the first conjugation, e. g., of amd, 
-are, amavl, amatus. 

2. That the perfect stem of moned is found in exactly the same way as 
the perfect stem of amo, i. e., by dropping the final i of the perfect indica¬ 
tive of the principal parts; e. g., amavi, amav is the perfect stem of amo, 
and monu i, monu is the perfect stem of moneo. This rule will hold good 
with all verbs. 

Learn the conjugation of moneo in the perfect indicative 
active as given in section 136. Also learn the English meanings. 

Learn the principal parts of the verbs in section 136, b, and 
their meanings. From now on, learn the principal parts of each 
verb studied. These must be learned outright. 

Notice that teneo and luceo have no perfect participle. 

Notice that verbs of the second conjugation in the present 
indicative end in eo. 

32. Questions to be reviewed. 

1. Write the English of the sentences in section 137, I; and 
the Latin of the sentences in section 137, II. 

2. Write the conjugation of the perfect indicative active of: 
(1) habeo; (2) terreo; (3) teneo. 

3. Write the conjugation of the present indicative active, 
imperfect indicative active, future indicative active, and the per¬ 
fect indicative active of video. 

LESSON XVII 

33. Assignment of work. 

On page 52, learn the declension of is, ea, id. Learn this word, 
and following words having different forms for gender in the 
nominative singular, from left to right and not up and down, 
i. e., learn the nominative masculine, the nominative feminine, 
and then the nominative neuter; next learn the genitive mas¬ 
culine, the genitive feminine, and then the genitive neuter and 
so on, e. g., is, ea, id; eius, eius, eius; el, ei, ei; eum, earn, id; eo, 
ea, eo, and so on in the plural. 


BEGINNING OR FIRST YEAR LATIN 


25 


In section 139, notice and learn the meanings of is in the dif¬ 
ferent cases. 

Notice that is may mean an unemphatic this or that . The 
masculine gender may mean he , the feminine she, and the neu¬ 
ter it. 

Study the model sentences in section 140 and notice that: 

1. The word is may be used as a demonstrative adjective (see p. 3, 
section 3, c), as pointed out in section 140, a. 

2. The word is may be used as a demonstrative pronoun (see p. 2, sec¬ 
tion 2, d), as pointed out in section 140, b. 

Learn the perfect indicative of sum (see p. 230, section 502). 

34. Questions to be reviewed. 

1. Write the English of the sentences in section 141, I; and 
the Latin of the sentences in section 141, II. 

2. Write the present, imperfect, future, and perfect indicative 

of sum. 

3. Write the complete declension (all cases) of: (1) id donum; 
(2) is nuntius; (3) ea patria. 

4. Write the nominative and genitive singular, and the gender 
of each noun in section 141, I. 

5. Define: (1) Demonstrative pronoun; (2) Demonstrative 
adjective. 


LESSON XVIII 

35. Assignment of work. 

On page 54, in section 142, learn the declension of the inter¬ 
rogative pronoun quis. Use the method suggested for is (sec¬ 
tion 138). 

The genitive singular is pronounced kooyus, and the dative 
singular, kwee. 

Learn the case meanings in section 143, and notice that they 
are just what you expected from your previous knowledge of 
case meanings. 

Study the model sentences in section 144, a, b, and notice: 

1. That quis may be used as an interrogative adjective (see p. 3, sec¬ 
tion 3, c). 

2. That quis may be used as an interrogative pronoun (see p. 2, sec¬ 
tion 2, c). 


26 


BEGINNING OR FIRST YEAR LATIN 


36. Questions to be reviewed. 

1. Write the English of the sentences in section 145, I; and 
the Latin for the sentences in section 145, II. 

2. Write the complete declension (all cases) of: (1) quis vir; 
(2) quae femina; (3) quod donum. 

3. Write the answer to each question of the review in sec¬ 
tion 146. 

4. Give the principal parts of: (1) amo; (2) moneo. 

5. Decline: (1) dea; (2) studium; (3) vir. 

LESSON XIX 

37. Assignment of work. 

Remember: 

1. That verbs whose present infinitive ends in are are verbs of the first 
conjugation. 

2. That verbs whose present infinitive ends in ere are verbs of the 
second conjugation. 

3. That verbs whose present infinitive ends in ere are verbs of the 
third conjugation. 

4. That verbs whose present infinitive ends in ire are verbs of the 
fourih conjugation. 

The study of rego, a verb of the third conjugation, will now 
be taken up. Turn to p. 223, section 499, and learn the present, 
imperfect, future, and perfect indicative active of rego and 
notice: 

1. That the present stem is rege, and the perfect stem is rex. 

2. That in the present tense, the present stem vowel e is changed to i 
in the second and third persons singular and in the first and second persons 
plural. The e is changed to u in the third person plural. 

3. That the imperfect tense is regular, i. e., present stem plus ba plus 
personal endings; and that the stem vowel e is always long before ba, as we 
have seen before. 

4. That the future tense has dropped the tense sign bi, and that the 
personal endings are added directly to the present stem. Notice that the 
stem vowel e is changed to a in the first person singular. 

5. That the perfect tense is regular, i. e., perfect stem plus the perfect 
personal endings l, isti, it; imus, istis, erunt or ere. 

Notice that e of the personal of the third person plural is long. 

Learn the words in section 148. Be sure to commit to memory 
the nominative and genitive singular, and the gender of all 
nouns, and the principal parts of the verbs. 


BEGINNING OR FIRST YEAR LATIN 


27 


38. Questions to be reviewed. 

1. Write the English of section 149, I; and the Latin of sec¬ 
tion 149, II. 

2. Conjugate in the present, imperfect, future, and perfect 
tense: (1) duco (for principal parts see section 148); (2) emd 
(for principal parts see section 148); (3) mitto (for principal 
parts see section 148). 

3. How are verbs of the different conjugations distinguished? 

4. Decline: (1) aurum; (2) incola; (3) plenus, plena, plenum. 

5. Write the present stem and the perfect stem of: (1) rego; 
(2) reporto; (3) duco; (4) emo; (5) mitto. 

6. Write the case endings of a noun of the first declension. 

7. Write the case endings of a masculine noun of the second 
declension. 

8. Write the case endings of a neuter noun of the second 
declension. 

9. Write the active personal endings of verbs. 

10. Write the active perfect personal endings of verbs. 


LESSON XX 

39. Assignment of work. 

Learn the new words in section 153. Remember to learn the 
principal parts of the verbs. 

40. Questions to be reviewed. 

1. Write the English of the sentences in section 151, I; and 
the Latin of the sentences in section 151, II. 

2. Write the translation into English of section 152, and 
notice: 

1. That this is a conversation between a brother (frater) and his little 
sister (sororcula). 

2. That forms not studied up to this time are given in parenthesis. 

3. Write the answer to each question of the review in sec¬ 
tion 150. 


28 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XVI, XVII, XVIII, XIX, XX 

I. Translate the following Latin sentences into English: 

(a) Agricolae agrds latos magna cnm cura araverunt. 

(Jb) Puer parvus el equo frumentum donavit. 

(c) Quibus virls n5n est patria cara? 

(d) Quae dona ndn sunt grata? 

(e) Cur domina in horto manet? 

II. Translate the following English sentences into Latin: 

(a) The women have taught the boys and girls care¬ 
fully. 

(b) These men are our friends. 

(c) Who sees the boys in the fields? 

(d) To whom has the boy given the arms? 

(e) Why do the farmers drive the horses in those 
fields? 

III. Conjugate porto, portare, in the perfect indicative, 
active. 

IV. Conjugate terreo, terrere, in the perfect indicative, 
active. 

V. Write the present infinitive active of (a) pugno; (b) 
impleo; (c) sum; (d) duco. 

VI. Decline is in all genders. 

VII. What is the tense sign (a) of the imperfect tense, (b) of 
the future tense in the first and second conjugations? 

VIII. Write the principal parts of (a) amo; (b) moneo; (c) 
rego. 

IX. Write the active personal endings of verbs in the perfect 
tense and tell what each ending means in English. 

X. Write in Latin: We praise him. 

XI. Answer these questions in Latin, taking care to change the 
person of the verb when necessary: (a) Quis es? (b) Esne 
amicus agricolae? (c) Pugnavistlne tells? (d) Ubi erant bon! 
llberi? (e) Cu! vir equum donavit? 


BEGINNING OR FIRST YEAR LATIN 


29 


LESSON XXI 

41. Assignment of work. 

On page 60, in section 154, study and learn the declension of 
rex and notice: 

(a) That there is an entirely new set of case endings as 

follows: 

1. The nominative singular case ends in x (x equals gs, g and s unite 
to form x) or s. 

2. The genitive singular case ends in is. 

3. The dative singular ends in i. 

4. The accusative singular ends in em. 

5. The ablative singular ends in e. 

6. The nominative plural ends in es. 

7. The genitive plural ends in um. 

8. The dative plural ends in ibus. 

9. The accusative plural ends in es. 

10. The ablative plural ends in ibus. 

(5) That the stem is reg, found by dropping the genitive sin¬ 
gular case ending is from the genitive singular of the noun, e. g., 
regis (genitive singular), reg equals stem. 

Note: The stem of most nouns is found in this way. 

(c) That the nominative and accusative plural have the same 
form. 

(d) That the ending l in the dative singular and es in the 
nominative and accusative plural are long vowels. 

( e ) Notice that c and g unite with s to form x, e. g., genitive 
singular of dux is ducis, stem equals due, nominative singular 
equals due plus s equals dux. The genitive singular of rex is 
regis, reg is the stem, the nominative singular equals reg plus s 
equals rex. 

Notice that masculine and feminine nouns are declined alike. 

Notice that neuter nouns have the same characteristics of case 
similarity as neuter nouns of the second declension, e. g., corpus. 

Notice the stem of each noun ends in a consonant ; therefore 
they are called consonant-stemmed nouns, e. g. regis (genitive), 
reg equals stem; militis (genitive), milit equals stem; virtutis 
(genitive), virtut equals stem; capitis (genitive), capit equals stem. 

Notice that the last vowel of the stem is changed in forming 
the nominative. This change must be remembered for each word 
as no rule can be given. 


30 


BEGINNING OR FIRST YEAR LATIN 


Learn the case endings (terminations). 

Learn the words in section 155. Be sure and learn the full 
genitive singular of all nouns of the third declension which you 
study. 

42. Questions to be reviewed. 

1. Write the English of the sentences in section 156, I; and 
the Latin of the sentences in section 156, II. 

2. Write the declension of: (1) dux; (2) eques; (3) lapis; 

(4) pedes. 

3. Write the declension of: (1) miles bonus; (2) ea virtus; 

(3) id caput. 

4. Which letters are classed as vowels? 

5. Which consonants are classed as mutes; which as liquids? 

6. In nouns of the third declension what form would the voca¬ 
tive case take? 

7. What is meant by the vocative case (p. 78) ? 


LESSON XXII 

43. Assignment of work. 

On page 225, section 500, learn the conjugation of capio in the 
present tense, imperfect tense, future tense, and perfect tense, in 
the indicative mode, active voice, and notice: 

1. That in the present tense the only differences between capiS and 
rego are in the first person singular where capio has io and rego has 6, and 
in the third person plural where capio has iunt and rego has unt. 

2. That in the imperfect tense ^nd future tense capid has i before the 
stem vowel e. 

3. That the perfect tense is regular, i. e., perfect tense equals perfect 
stem plus perfect personal endings. 

4. That because the present infinitive ends in ere and the present active 
indicative first person singular ends in io, these verbs are called the 
io verbs of the third conjugation. 

Study the model sentences in sections 158 and 158, a; and 
learn the rule for the ablative of place whence in section 159, and 
the rule for the ablative of place whither in section 160. 

Learn the new words in section 161. 


BEGINNING OR FIRST YEAR LATIN 


31 


44. Questions to be reviewed. 

1. Write the English of the sentences in section 162, I; and 
the Latin of the sentences in section 162, II. 

2. Write the conjugation in the present tense, imperfect 
tense, future tense, and perfect tense, active indicative of: 

(1) fugio; (2) iacio. 

3. Write the declension of: (1) legatus; (2) pes; (3) schola. 

4. When is i a consonant (section 37) ? 

5. In section 162, I, II, write out all the expressions for place 
whence and place whither. 

6. When must ab and ex be used and not a and e ? Illustrate 
with words used in this lesson (section 159 note). 


LESSON XXIII 


45. Assignment of work. 

On page 64, in section 163, learn the declension of pater, homo, 
volnus, and corpus, and notice: 

1. That the stems end in a liquid (still a consonant stem). 

2. That pater drops the s of the nominative singular and also drops 
the e of the ultima in forming the genitive. This makes pater a synco¬ 
pated noun of the third declension, just as ager was a syncopated noun of 
the second declension. 

3. That volnus and corpus are neuters with all the characteristics of 
declension of neuters. 

Note: Volnus is sometimes spelled vulnus. 

Study the model sentences in sections 164 and 164, a; and 
then learn the rule for the ablative of cause in section 165. 
Learn the words in section 166. 

46. Questions to be reviewed. 

1. Write the English of the sentences in section 167, I; and 
the Latin for the sentences in section 167, II. 

2. Write out the answer to each question in the review in 

section 168. 

3. AVrite out the declension of: (1) is homo; (2) id corpus; 
(3) pater carus. 


32 


BEGINNING OR FIRST YEAR LATIN 


4. In section 167, I, II, write out the different ablatives and 
tell what kind of ablative each one is, i. e., does it express place 
whence, place whither, means or instrument, manner, or cause? 

5. Write the present tense, imperfect tense, future tense, and 
perfect tense of sum. 

6. Write the future tense of: (1) doled; (2) dimitto; (3) 
video; (4) terreo. 


LESSON XXIV 

47. Assignment of work. 

On page 66, in section 169, learn the declension of hostis, 
nubes, urbs, animal, and notice: 

1. That the stem is found by dropping the ending um in the genitive 
plural, not in the usual way by dropping the case ending in the genitive 
singular, e. g., hostium, hosti is the stem. 

2. That the stems do not end with a consonant, as all other nouns of 
the third declension have, but with a vowel, and that vowel is always i. 
Hence these nouns are called i-stemmed nouns of the third declension. 

3. That these nouns may have i in the ablative singular. That they 
always have ium in the genitive plural, instead of um, as do consonant¬ 
stemmed nouns, and is or es in the accusative plural. 

4. That the neuters end in ia instead of a. 

Learn the rule for i-stemmed nouns in section 170. 

Notice that a few nouns have im for em in the accusative 
singular (see 169, c). 

Notice that a few nouns may have both e and i in the ablative 
singular, e. g., avis, clvis, finis, and navis. Learn these nouns 
(see 169, c). 

48. Questions to be reviewed. 

1. Write the English of the sentences in section 172, I; and 
the Latin of the sentences in section 172, II. 

2. Decline: (1) avis; (2) civis; (3) ignis; (4) mare; (5) 
ferrum; (6) urbs. 

3. What are the active personal endings? 

4. What are perfect active personal endings? 

5. Write the principal parts of each verb used in section 
172,1. 

6. Write the nominative and genitive singular of each noun 
in section 172, I. 


BEGINNING OR FIRST YEAR LATIN 


33 


LESSON XXV 

49. Assignment of work. 

This lesson is a review of the third declension of nouns. 
Learn the rule for masculine nouns and then the rule for 
feminine nouns, then remember that nouns having any other 
endings than those mentioned under masculine or feminine must 
be neuter, and thus a good rule for gender of nouns of the third 
declension will be fixed in mind. Remember that these rules are 
subordinate to the general rules of gender in section 47, 1, 2, 
in the reader. 

Review the new words in sections 176 and 177, and apply 
the rules for gender. 

50. Questions to be reviewed. 

1. Make a list of nouns in sections 176 and 177 having con¬ 
sonant stems, and another list of those having i stems. 

2. Write out the declension of: (1) pons; (2) imperator; 
(3) salixs; (4) socius; (5) telum. 


34 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XXI, XXII, XXIII, XXIV, XXV 

I. Translate the following Latin sentences into English: 

(a) Equites nostros mllites gladils volnerabunt. 

(b) Mllites de murls lapides iaciebant. 

(c) Dnx laudem magnam a rege capiet. 

(d) Pater eius mllitis hostes cum audacia pugnabit. 

(e) Clves nubem navium in marl vlderunt. 

II. Translate the following English sentences into Latin: 

(a) The courage of the horsemen and the zeal of 
the infantry gained the victory for the king. 

(b) Who sent the messenger to the king? 

(c) The king w^as grieving because of a lack of 
soldiers. 

(d) The citizens praise the men because of their 
courage. 

(e) The boys are hastening from the city to the 
school. 

III. Decline (a) dux; (b) caput; (c) miles; (d) rex. 

IV. Conjugate iacio, iacere in (a) present indicative active: 
(b) imperfect indicative active; (c) future indicative 
active; (d) perfect indicative active.. 

V. Translate: ad murumj in bellum; ex oppido; ab nuntio; ad 
silvas; in agris; ex provincia. 

VI. Translate: to the field; in the towns; on land; from the walls; 
into Gaul; out of the garden. 

VII. Write a Latin sentence which has in it an ablative of cause 
(expressed without a preposition). 

VIII. Write a list of i-sterrf nouns. 

IX. Decline pater carus. 

X. Wherein does the conjugation of capio differ from that 
of rego; (a) in the present tense; (b) in the imperfect 
tense; (c) in the future tense? 


BEGINNING OR FIRST YEAR LATIN 


35 


LESSON XXVI 

51. Assignment of work. 

Study the new words in section 180. 

Translate section 179 into good English. Some words are 
used here for the first time and do not appear in the vocabularies 
studied. Find the meaning of such words from the general 
vocabulary in the back part of book. 

Write in English the questions and answers given in sec¬ 
tion 183. 

52. Questions to be reviewed. 

1. Write out the answer to each question of the review in 
section 178. 

2. Write out the declension of: (1) sdlus, s61a, sdlum; 
(2) hostis. 

3. Write out the conjugation in the present tense, imperfect 
tense, future tense, and perfect tense, indicative active of: (1) 

defendd; (2) sustineo. 


LESSON XXVII 

53. Assignment of work. 

On page 72, in section 182, study the declension of acer, an 
adjective of the third declension, and notice: 

1. That acer has three forms for gender in the nominative singular. 

2. That the case endings are the same as the case endings of nouns of 
the third declension. 

3. That acer has an i stem, and thus all the characteristics of a noun 
of the third declension which has an i stem. 

Study next the declension of brevis and notice: 

1. That the masculine gender and the feminine gender are alike. 
Therefore brevis has two forms for gender in the nominative singular. 

2. That the case endings are those of the third declension of nouns. 

Study next the declension of audax and notice: 

1. That there is only one form for gender in the nominative singular, 
the masculine, feminine, and neuter being alike in that case. 

2. That the case endings are the same as those of the third declension 
of nouns. 

Learn carefully the declension of these three words and 


36 BEGINNING OR FIRST YEAR LATIN 

remember that adjectives of.the third declension are classified 
as follows: 

(a) Those having three forms for gender in the nominative 
singular, e. g., acer, acris, acre. 

(£») Those having two forms for gender in the nominative 
singular, e. g., brevis, breve. 

(c) Those having one form for gender in the nominative sin¬ 
gular, e. g., audax. 

Notice that all these adjectives have i stems, and that audax 
may also have an e form in the ablative singular. 

Learn the words in section 184. 

54. Questions to be reviewed. 

1. Translate into English section 183. 

2. Write the present, imperfect, future, and perfect indicative 
active of: (1) gero; (2) praebeo. 

3. Write the declension of: (1) constantia; (2) exemplum; 
(3) gens; (4) populus; (5) potestas. 

4. Write the declension of: (1) communis, -e; (2) fortis, -e; 
(3) omnis, -e. 

5. Write the declension of: (1) acre animal; (2) breve corpus; 

(3) host:s audax; (4) avis acris. 

LESSON XXVIII 

55. Assignment of work. 

On page 227, in section 501, learn the active indicative present, 
imperfect, future, and perfect of audio and notice: 

1. That the infinitive ends in Ire, and that therefore audio is a verb of 
the fourth conjugation. 

2. That in the imperfect tense there is an e between the stem and the 
tense sign ba. 

3. That in the future tense there is an e between the present stem and 
the personal endings. In the first person singular the e is changed to a. 

4. That in the present tense third singular the ending is unt instead 
of nt as usual. 

5. That with the above exceptions the conjugation is regular. 

Study the model sentences in section 187 and then learn the 
rule for the ablative of time when or within which in section 188. 
Learn the words in section 189. 


BEGINNING OR FIRST YEAR LATIN 


37 


56. Questions to be reviewed. 

1. Write the English of the sentences in section 190, I; and 
the Latin of the sentences in section 190, II. 

2. Compare the conjugation of audio with that of capid in 
the present tense. In what respects do they differ? 

3. Write the conjugation in the present, imperfect, future, 
and perfect indicative active of: (1) reperio; (2) venio. 

4. Write the declension of: (1) aestas; (2) annus; (3) hora; 
(4) lux; (5) tempus. 

5. Write the present stem and the perfect stem of: (1) 

reperid; (2) venio. 

6. From the sentences in section 190, 1, write five ablatives 
of time when or within which. 

LESSON XXIX 

57. Assignment of work. 

Make a list of all verbs, with their principal parts, used so 
far in the vocabularies beginning with Lesson XVI. Make the 
list by conjugations, i. e., on one page of your notebook headed 
First Conjugation write all the verbs of the first conjugation 
with their principal parts so far studied. Leave two blank pages 
and then on the next page headed Second Conjugation write all 
the verbs of the second conjugation with their principal parts, 
and so on with the verbs studied of the third conjugation, and 
then those of the fourth conjugation. When a new verb is 
studied in the future, write it in its proper list. This will be a 
handy list for review. 

Study the conjugation of amo and moned in the pluperfect 
and future perfect active in section 192 and notice: 

1. That the pluperfect tense active equals perfect stem plus era plus 
personal endings, e. g., amav plus era plus m, monu, plus era plus m. 

2. That the future perfect tense equals perfect stem plus eri plus per¬ 
sonal endings, e. g.,,amav plus eri plus s, monu plus eri plus s. 

Note: In the first person singular m is dropped and i is changed to o. 

The formation of all indicative active tenses may be stated 
as follows: 

1. Present tense equals present stem plus personal endings. 

2. Imperfect tense equals present stem plus ha plus personal endings. 


38 


BEGINNING OR FIRST YEAR LATIN 


3. Future tense equals present stem plus bi plus personal endings. 

4. Perfect tense equals perfect stem plus perfect personal endings. 

5. Pluperfect tense equals perfect stem plus era plus personal endings. 

6. Future perfect tense equals perfect stem plus eri plus personal 
endings. 

Note: The tense sign “bi.” 

Review vocabularies in sections 180, 184, 189. 

58. Questiom to be reviewed. 

1. Write the English of the sentences in section 193, I; and 
the Latin of the sentences in section 193, II. 

2. Write the answer to each question of the review in sec¬ 
tion 194. 

3. Write the pluperfect and future perfect indicative active 
of: (1) tolero; (2) obsideo; (3) gero; (4) venio; (5) reperio; 
(6) praebeo. 


LESSON XXX 


59. Assignment of work. 

On page 78, in section 195, study the forms of the locative 
and notice: 

1. That the locative case is found only in declensions I, II, and III. 

2. That the locative case answers the question where or in which, e. g., 
where are you living? (Answer) In Rome (Romae). Where were you 
when it rained? (Answer) At home (doml). 

3. That in the first declension the ending ae in the singular is the same 
as the genitive singular; and the ending is in the plural is the same as the 
ablative plural. 

4. That in the second declension the ending i in the singular is the 
same as the genitive singular, and the ending is in the plural is the same as 
the ablative plural. 

5. That in the third declension the ending i (e) in the singular is the 
same as the ablative; and the ending ibus in the plural is the same as the 
ablative plural. 

6. Because of the facts in 3, 4, and 5, above, the locative forms like the 
genitive are called locative genitives, and the locatives like the ablative 
are called ^locative ablatives. 

Study carefully the model sentences in section 196 and notice 
that when the place whither, or place whence, is the name of 
a town or domus or rus, the place whither or place whence is 
expressed without a preposition, i. e., place whither is expressed 


BEGINNING OK FIRST YEAR LATIN 


39 


by the accusative alone, and not by ad or in with the accusa¬ 
tive; and place whence is expressed by the ablative alone, and 
not by ab, de, ex, or e with the ablative. 

Learn the rules in section 197 for names of towns and 

domus and rus. 

Learn the new words in section 198. 

60. Questions to be reviewed. 

1. Write the English of the sentences in section 199, I; and the 
Latin for the sentences in section 199, II. 

2. Write the conjugation of iacio in the present, imperfect, 
future, perfect, pluperfect, and future perfect indicative active. 

3. Write the declension of frater. 

4. Express in Latin, Hannibal came from Delphi to Athens. 

5. Are names of towns, domus and rus used with or without a 
preposition ? 


40 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XXVI, XXVII, XXVIII, XXIX, XXX 

I. Translate the following Latin sentences into English: 

(a) Magnus erat terror, quia parva els erat spes 
(hope) salutis. 

(b) Caesar in Gallia bellum gerebat. 

(c) Nubes hieme in caelum veniunt. 

(d) Mllites inter tela acrium hostium ad urbem 
venerant. 

(e) Tuus pater doml manebat. 

II. Translate the following English sentences into Latin: 

(a) Why did not the king capture the city, Rome? 

(b) Why was Caesar waging war in Gaul? 

(c) At the second hour of the night the soldiers will 
come boldly (with boldness) to the city. 

(d) The general had led the horsemen from the 
town. 

(e) Caesar sent horsemen and foot soldiers (infan¬ 
try) to Rome. 

III. Write the Latin for the following expressions: 

(a) In the town. 

(b) To the town. 

(c) From the town. 

IV. Write the pluperfect indicative active of (a) euro, 
curare; (b) praebeo, praeb§re; (c) gero, gerere; (d) 
venio, venire. 

V. Write a Latin sentence which contains an expression 
for time when. (Give an original sentence). 

VI. From what Latin words are the following derived: hostile; 
partial; ignite; marine; nocturnal? 

VII. Decline (a) nox; (b) lux; (c) perlculum. 

VIII. In what respect does the declension of i-stem nouns, 
e. g-> ignis, differ from consonant-stem nouns, e. g., miles. 

IX. Decline the adjective fortis, forte, (like brevis, -e). 

X. Decline acer, acris, acre, in all genders. 


BEGINNING OR FIRST YEAR LATIN 


41 


LESSON XXXI 

61. Assignment of work. 

On page 80, in section 200, learn the declension of hie, and 
of ille. 

The pronunciation of the dative singular huic equals hweek. 

Notice that this is the English week with the h sound in front. Nearly 
wheelc. 

The genitive singular huius is pronounced hooyus. 

The masculine hie is pronounced heak, not hick, and the 
feminine haec is pronounced hike, and the neuter hoc is pro¬ 
nounced hock. Therefore the nominative in the different genders 
would be pronounced as if spelled masculine heak, feminine hike, 
neuter hock . 

Notice that while the case endings in the singular are irreg¬ 
ular, the case endings in the plural are regular, except in the 
neuter nominative and accusative of hie. 

Remember that is was an unemphatic this or that, and notice 
that hie is an emphatic this, with the plural meaning those, and 
that ille is an emphatic that, with the plural meaning those 
(201,c). 

Hie and ille may be used as personal pronouns, the same as 
is (201, b). 

Hie may mean the latter and ille the former when used in 
contrast (201, b). 

Learn the words in section 203. 

62. Questions to be reviewed. 

1. Write in English section 202; and write in Latin the sen¬ 
tences in section 204. 

2. Give the rule for nouns of the third declension with 
i stems. 

3. What is the tense sign of (1) the imperfect tense; (2) the 
future tense; (3) the pluperfect tense; (4) the future perfect 
tense ¥ 

4. Write the first person singular of each of the six tenses 
of the indicative active of invado. 


42 


BEGINNING OK FIRST YEAR LATIN 


LESSON XXXII 

63. Assignment of work. 

On page 82, in section 205, the study of the passive voice of 
verbs is begun. 

Remember that the active voice is any form of a verb that 
represents the subject as acting, e. g., The boy strikes the ball. 
The subject boy is acting. The passive voice is any form of 
the verb that represents the subject, as acted upon or the receiver 
of an act, e. g., The boy is struck by the ball. The subject 
boy is acted upon or is the receiver of an act. 

The passive voice has a set of personal endings that mean, 
when attached to verb forms, that the subject is acted upon, e. g.: 

3. r, in the first person singular means 1 (acted upon). 

2. ris or re, in the second person singular means you (singular acted 
upon). 

3. tur, in the third person singular means he, she, or it (acted upon). 

4. mur, in the first person plural means we (acted upon). 

5. mini, in the second person plural means you (plural acted upon). 

6. ntur, in the third person plural means they (acted upon). 

Note: Learn these endings, r, ris or re, tur; mur, mini, ntur. 

Notice that the formation of the present tense previously 
studied, viz., present tense equals present stem plus personal 
endings, applies here. If the active voice is wanted, use the active 
personal endings, o (m), s, t; mus, tis, nt. If the passive voice is 
wanted, use the passive personal endings, r, ris or re, tur; mur, 
mini, ntur. 

Learn present tense, imperfect tense, and the future tense in 
the passive of amo on page 217, section 497, and of moneo on page 
220, section 498, and notice that the passive endings are used 
instead of the active. 

Note: The future indicative passive second singular has be instead 
of bi (205 b). 

What has been found true in reference to the passive of 
amo in the present, imperfect, and future, is also true of moneo, 
rego, facio, and audio in the same tenses. 

Study the model sentences in section 207, and then learn 
the rule for personal agent in section 208. Learn the note also 


BEGINNING OR FIRST YEAR LATIN 


43 


64. Questions to be reviewed. 

1. Write the English of the sentences in section 206, I; and 
the Latin of the sentences in section 206, II. 

2. Write the English of the sentences in section 209, I; and 
the Latin of the sentences in section 209, II. 

3. Write the present, imperfect, and future, active and pas¬ 
sive of: (1) laudo; (2) doceo. 

4. Write out the expressions for personal agent in the sen¬ 
tences in section 209, I, II. 

5. In turning a sentence from the active into the passive, what 
changes are made (207, a) ? 

6. When is the preposition omitted with an ablative of per¬ 
sonal agent (208, Note) ? 

7. Write the passive personal endings. 

8. Pick out a locative case in section 209, I. 

LESSON XXXIII 

65. Assignment of work. 

On page 84, in section 210, learn the declension of the relative 

pronoun qui. 

Compare the declension of qui with that of quis in section 
142, and notice that the only difference is that qui has quod for 
its neuter nominative and accusative while quis has quid. 
Study the table of meanings in section 211. 

Study the model sentences in section 212, a, b, and then 
learn the rule for a relative pronoun as given in section 213. 
Learn the words in section 214. 

Remember that a relative pronoun relates to some word in 
the principal clause called its antecedent. 

66. Questions to be reviewed. 

1. Write the English of the sentences in section 215, I; and the 
Latin for those in section 215, II. 

2. Write the declension of: (1) consilium (note form of the 
genitive singular); (2) mater; (3) ingens. 

3. Write the conjugation of servo in the present, imperfect, 
and future, indicative, active and passive. 


44 


BEGINNING OR FIRST YEAR LATIN 


4. In what respects does a relative agree with its antecedent? 

5. Write the relative pronouns, each with its antecedent in 
the sentences in section 215, I, II. 


LESSON XXXIV 

67. Assignment of work. 

Review the active of rego and capio in the present, imperfect, 
and future indicative in sections 499 and 500. 

Learn the passive of the same tenses in the same sections and 
notice that to form the passive, the passive endings r, ris or re, 
tur; mur, mini, ntur are substituted for the active endings o 
(m), s, t; mus, tis, nt, except in the first person singular of the 
future where the stem vowel e is first changed to a and the first 
person singular of the present where the personal ending r is 
added to the corresponding form in the active. 

Learn the words in section 218. 

68. Questions to be reviewed. 

1. Write the translation in English of section 219. 

2. Conjugate in both voices in the present, imperfect, and 
future: (1) duco; (2) mitto; (3) scribo. 

Note: These verbs are conjugated like regd. 

3. Conjugate in both voices in the present, imperfect, and 
future: (1) iacio; (2) recipio. 

Note: These verbs are conjugated like capio. 

4. Write the declension of: (1) castra (notice that this word 
has no singular); (2) c6nsul; (3) Ira; (4) pax. 

5. Write the present stem and the perfect stem of: (1) 

abduco; (2) recipio; (3) scribo; (4) vinco. 

LESSON XXXV 

69. Assignment of work. 

Remember that the personal pronouns in English are 1 of 
the first person, yon of the second person, and he, she, and it 
of the third person, and are declined as follows: 


BEGINNING OR FIRST YEAR LATIN ii 



Singular 

Plural 

Nom. 

I 

we 

Poss. 

my or mine 

our or ours 

Obj. 

me 

us 


Singular 

Plural 

Nom. 

you 

you 

Poss. 

your or yours 

your or yours 

Obj. 

you 

you 


Singular 

Plural 

Nom. 

he 

they 

Poss. 

Iris 

their or theirs 

Obj. 

him 

them 


Singular 

Plural 

Nom. 

she 

they 

Poss. 

her or hers 

their or theirs 

Obj. 

her 

them 


Singular 

Plural 

Nom. 

it 

they 

Poss. 

its 

their or theirs 

Obj. 

it 

them 

Learn the 

declension in 

section 492 of ego, the personal pro- 


noun of the first person, and of tu, the personal pronoun of the 
second person. 

The Latin has no personal pronoun of the third person corre¬ 
sponding to he, she, or it of the English, but the demonstratives 
is, hie, and ille are used for that purpose; the masculine of is, hie, 
and ille corresponds to he, the feminine to she, and the neuter to it. 

A reflexive pronoun refers back to the subject, e. g., He 
strikes himself. In this sentence himself is a reflexive pronoun 
because it refers back to the subject he. The equivalent of this 
word in Latin is se and is declined in section 492. Learn it and 
notice that it has no nominative and is declined the same in the 
plural as in the singular. 


46 BEGINNING OR FIRST YEAR LATIN 


Study the model sentences in section 221, and notice: 

1. That ego and tu in the first sentence are personal pronouns. 

2. That se in the second sentence is a reflexive pronoun. 

3. That tui in the' third sentence is personal and that te is reflexive, 
i. e., the sentence may be translated, You love you, which of course means, 
You love yourself. Therefore, te is a reflexive pronoun of the second person. 

4. We might have such a sentence as, Ego me laudd, which might be 
translated, 1 praise me, which means I praise myself. Here me is a reflexive 
of the first person. 

5. Therefore, Latin gives a reflexive of the first person, of the second 
person, and of the third person (221, c). 

The personal ending of the verb indicates what pronoun must 
be used with the verb form, e. g.: 


1. The active endings. 

o (m) equals ego, acting 
s equals tu, acting 

f equals is, ea, id 1 

tJ equals hie, haec, hoc t acting 

equals ille, ilia, illud 

mus equals n5s, acting 
tis equals vos, acting 


T equals ei, eae, ea 1 

ntj equals hi, hae, haec lading 
equals ill!, illae, ilia 


2. The passive endings. 


r equals ego, acted upon 
ris or re equals tu, acted upon 


f equals 
turJ equals 
equals 
mur equals 
mini equals 


is, ea, id 
hie, haec, hoc 
ille, ilia, illud 
nds, acted upon 
vos, acted upon 


acted upon 


fequals ei, eae, ea 
nturJ equals hi, hae, haec 
I equals illi, illae, ilia 


acted upon 


The personal pronouns ego, tu, nos, and vos are used only 
with verbs for the sake of emphasis or contrast (221, a). 

When the preposition cum is used with a personal or a reflex¬ 
ive pronoun it is appended to it, e. g., mecum, tecum, vobiscum, 


BEGINNING OR FIRST YEAR LATIN 


47 


nobiscum, for cum me, cum te, cum vobls, cum nobis. Cum is some¬ 
times used in this way with the relative and interrogative pro¬ 
nouns (221, d). 

In the model sentences in section 222, notice that the verb 
of the relative clause is in the same person as the antecedent 
of the relative pronoun, e. g., in the first sentence, the verb 
scrlbo of the relative clause is in the first person because the 
antecedent ego of the relative qul is in the first person. 

Learn the words in section 223. 

70. Questions to be reviewed. 

1. Write the English of the sentences in section 224, I; and 
the Latin of those in section 224, II. 

2. Write the conjugation of culpo in the present, imperfect, 
and future, active and passive. 

3. Decline the personal pronouns ego and tu, and the re¬ 
flexive se. 

4. What is used as the personal pronoun of the third person, 
when not reflexive? 


48 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XXXI, XXXII, XXXIII, XXXIV, XXXV 

I. Translate the following Latin sentences into English: 

(a) Hie miles illlus regis fines vastabat. 

(b) Hie dux a rege laudabatur. 

(c) Mllites, qul in patria bellum gesserunt, Romam 
venerunt. 

(d) Consul, qul legatos ad oppidum mlsit, a rege 
capietur. 

(e) Nos sumus laetl, vos estis nostrl amici. 

II. Translate the following English sentences into Latin: 

(a) Why did Caesar wage war with that king? 

(b) That industrious boy was taught by the master. 

(c) That strong man, whose son was wounded with 
a sword, will fight in vain. 

(d) These soldiers will be sent to war. 

(e) I, who write this letter to you, am at Rome. 

III. Decline hie in all genders. 

IV. Decline ille in all genders. 

V. Conjugate in the present indicative passive (a) servo, 

servare; (b) doceo, docere; (c) diicd, ducere; (d) iacio, 
iacere. 

VI Conjugate (a) laudo, laudare, in the imperfect indica¬ 
tive passive; (b) terreo, terrere, in the future indicative 
passive; (c) mitto, mittere, in the future indicative 
passive; (d) recipid, recipere, in the future indicative 
passive. 

VII. Write a Latin sentence which contains an expression 
for personal agent. (Make the sentence original.) 

VIII. Write (a) a Latin sentence which contains a relative 
pronoun; (b) name the antecedent of the relative; (c) in 
what respects does the relative agree with its ante¬ 
cedent? 

IX. Write the passive personal endings and write the mean¬ 
ing (translation) of each in English. 

X. When are the personal pronouns in Latin used? 


BEGINNING OR FIRST YEAR LATIN 49 

LESSON XXXVI 

71. Assignment of work. 

Review the active voice of audio in the present, imperfect, 
and future in section 501. 

Learn the passive of audio in the present, imperfect, and 
future in section 501, and notice: 

1. That the passive is formed as usual by using the passive personal 
endings r, ris or re, tur; mur, mini, ntur, instead of the active personal end¬ 
ings, o (m), s, t; mus, tis, nt. 

Review the vocabularies in sections 218, 223. 

Learn the words in section 228. 

72. Questions to be reviewed. 

1. Write the English of the sentences in section 226, I; and 
the Latin of those in section 226, II. 

2. Translate section 227. 

3. Write the conjugation, active and passive, in the present, 
imperfect, and future of: (1) concito; (2) deleo. 

4. Write the present stem and the perfect stem of : (1) armd; 
(2) clamo; (3) compleo. 

LESSON XXXVII 

73. Assignment of work. 

On page 92, in section 229, learn the possessive adjectives 
and notice: 

1. That each is declined like an adjective of the first and second 
declension. 

2. That meus, suus, and tuus are declined like bonus (483). 

3. That noster and vester are declined like piger (483). 

4. That when your or yours refers to one person, tuus is used; when to 
more than one, vester is used (229, note). 

Study the model sentences in section 230, a, b, and notice: 

1. That suus is reflexive, i. e., refers back to the subject, e. g., in the 
second sentence of section 230, suum refers back to the subject puer. 

2. That suus is also emphatic. 

Study the model sentences in section 231, and notice: 

1 That in the first sentence, cib5 tells what the man is deprived of 
and is therefore put in the ablative. The verb caret is a verb of privation. 


50 


BEGINNING OR FIRST YEAR LATIN 


2. That in the second sentence periculd tells what he has freed me 
from, and is therefore put in the ablative; liberat is a verb of separation. 

3. That in the third sentence a finibus suis tells from what the Ger¬ 
mans kept the Romans and is therefore put in the ablative; arcebant is a 
verb of removal or separation. 

Learn the rule for words signifying privation, removal, or 
separation in section 232. 

Learn the words in section 233. 

74. Questions to be reviewed. 

1. Write the English of the sentences in section 234, I; and 
the Latin for those in section 234, II. 

2. Write the present stem and the perfect stem of each of 
the five verbs in section 233. 

3. Write the conjugation of spolio in the present, imperfect, 
future, perfect, pluperfect, future perfect active, and in the 
present, imperfect, and future passive. 


LESSON XXXVIII 
75. Assignment of work. 

On page 218, section 497, study the perfect passive, pluper¬ 
fect passive, and the future perfect passive of amo and notice: 

1. That the perfect passive indicative is formed by adding to the 
perfect participle the present indicative of sum, i. e., perfect passive indica¬ 
tive equals perfect participle plus the present indicative of sum, e. g., 
amatus sum. 

2. That the pluperfect indicative passive is formed by adding to the 
perfect participle the imperfect indicative of sum, i. e., pluperfect indica¬ 
tive passive equals perfect participle plus imperfect indicative of sum, 
e. g., amatus eram. 

3. That the future perfect indicative passive is formed by adding to 
the perfect participle the future indicative of sum, i. e., future perfect 
indicative passive equals perfect participle plus the future indicative of 
sum, e. g., amatus erd. 

4. The perfect, pluperfect, and future perfect passive of all verbs are 
formed in this way. 

5. The perfect participle is declined like bonus. 

The law of formation of each indicative tense has now been 
studied, and, for the sake of having them all together, are given 
again as follows: 


BEGINNING OR FIRST YEAR LATIN 


51 


1. Present tense equals present stem plus personal endings. 

2. Imperfect tense equals present stem plus ba plus personal endings. 

3. Future tense equals present stem plus bi plus personal endings. 


Note: In the third and fourth conjugations the bi is dropped. 


4. Perfect tense 


5. Pluperfect tense 


(1) Active voice equals perfect stem plus per¬ 
fect personal endings. 

(2) Passive voice equals perfect participle 
plus present indicative of sum. 

(1) Active voice equals perfect stem plus 
era plus personal endings. 

(2) Passive voice equals perfect participle 
plus imperfect indicative of sum. 


6. Future perfect tense 


(1) Active voice equals perfect stem 
plus eri plus personal endings. 

(2) Passive voice equals perfect parti¬ 
ciple plus future indicative of sum. 


Learn the words in section 237. 


76. Questions to be reviewed. 

1. Write the English of the sentences in section 236, I; and 
the Latin of those in section 236, II. 

2. Write the translation of section 238. 

3. Writp the complete conjugation of vinco, vincere, vici, 
victus, and compleo, complere, complevi, completus, in the six 
tenses of the indicative, active and passive. 

4. Write the declension of: (1) consul; (2) Ira; (3) pax; 
(4) castra; (5) culpa. 


LESSON XXXIX 

77. Assignment of work. 

Learn the words in section 241. 

When one person of a verb either in the singular or plural 
number in each tense is written, the arrangement is called a 
synopsis, e. g., the synopsis in the indicative mode, active voice, 
of amo in the second person plural would be: 

1. Present tense, amatis. 

2. Imperfect tense, amabatis. 

3. Future tense, amabitis. 

4. Perfect tense, amavistis. 





52 


BEGINNING OR FIRST YEAR LATIN 


5. Pluperfect tense, amaveratis. 

6. Future perfect tense, amaveritis. 

Note: This form of verb review will be frequently used. 


78. Questions to be reviewed. 

1. Write out the answer to each question of the review in 
section 239. 

2. Translate section 240 into English. 

3. Write the declension of: (1) flumen; (2) m6ns; (3) odium; 

(4) pugna. 

4. Write the conjugation of expugno in the six tenses of the 
indicative, active and passive. 

5. Write the synopsis of teneo in the indicative active, third 
person singular. 

6. Write the synopsis of adduco in the indicative, active and 
passive, first person singular. 


LESSON XL 

79. Assignment of work. 

On page 98, in section 242, a new declension of nouns is 
studied. It is called the fourth declension. The nominative 
singular ends in us and reminds us of the masculine nouns of 
the second declension. These nouns of the fourth declension 
are also masculine. Therefore, the ending us is a safe sign of 
a masculine noun. The genitive of masculine nouns of the sec¬ 
ond declension ends in i, while those of the fourth declension 
end in us. 

Notice the case endings of gradus, singular equals us, us, 
ui, (u), urn, u, plural equals us, uum, ibus, us, ibus. The u is 
short in the nominative singular, and long in the genitive and 
ablative singular, and nominative and accusative plural. The 
form u in the dative singular is not frequently found. 

Learn the declension of gradus (masculine). 

Learn the declension of cornu (neuter) and notice: 

1. All cases in the singular end in u, except the genitive, and this ends 
with the regular ending us. 


BEGINNING OR FIRST YEAR LATIN 


53 


2. That the plural conforms to the law of neuter plurals, viz., ends 
in a in the nominative and accusative, but has u before the a. Therefore 
the ending is ua in these cases. 

3. There are very few nouns like cornu. 

Learn the rule for gender of nouns of the fourth declen¬ 
sion in section 243, and the exceptions, domus, Idus, and manus, 
in 243, a. 

Note: Learn the declension of domus in section 482. 

Learn the words in section 244. 

80. Questions to be reviewed. 

1. Write the English of the sentences in section 245, I; and 
the Latin for those in section 245, II. 

2. Write the declension of: (1) exercitus magnus; (2) mea 
manus; (3) cornu longum; (4) civitas mea; (5) lacus altus. 

3. Write the complete conjugation of facio in the six tenses 
of the indicative, active and passive. 

4. Write a synopsis of congrego in the indicative active, first 
person plural. 

5. Give the rule of gender of nouns of the fourth declension. 

6. What is the gender of manus and of domus? 

7. Decline domus. 


7 

1 


54 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XXXVI, XXXVII, XXXVIII, XXXIX, XL 

I. Translate the following Latin sentences into English: 

(a) Mllitem in oppido reperies. 

(b) Romani Germanos a finibus suls arcebant. 

(c) Mllites gladils et scutls armabantur. 

(d) Adventus avium agricolas delectabit. 

(e) Inter oppidum et domum multos gradus fecimus. 

II. Translate the following English sentences into Latin: 

(a) The state did not lack many brave soldiers. * 

(b) The farmers are delighted by the coming of the 
birds. 

(c) Hannibal crossed the high mountains into Italy. 

(d) Many towns in Italy were built by the Romans. 

(e) The soldiers had been sent from the city into the 

country, f * 

III. Conjugate punio, punire, in (a) the present indicative 
passive; (b) the imperfect indicative passive; (c) the 
future indicative passive. 

IV. Decline noster, nostra, nostrum in all genders. 

V. Write a sentence in Latin which contains an ablative 
of separation. 

VI. Conjugate (a) priv6, privare, in the perfect indicative 
passive; (b) deleo, delere, in the pluperfect indicative 
passive; (c) facio, facere, in the future perfect indica¬ 
tive passive. 

VII. Decline (a) mora; (b) verbum; (c) mons; (d) adventus. 

VIII. How do you say in Latin (a) in the city; (b) to the city; 
(c) from the city ; (d) in Rome; (e) to Rome: (f) from 
Rome. 

IX. When is your expressed by tuus, and when by vester? 


♦Ablative follows verb of lacking, section 232. 
fExpressed without a preposition, section 197 (2). 



55 


BEGINNING OR FIRST YEAR LATIN 

LESSON XLI 

81. Assignment of work. 

Review the subject of comparison in English. 

1. What is comparison? Comparison is the variation in form of an 
adjective to denote the different degrees of the quality which the adjective 
expresses, e. g., round, rounder, roundest. 

2. The quality which each of these adjectives expresses is roundness, 
the first only names the quality, the second has more of the quality of 
roundness than the first, while the third has the most of the quality of 
roundness; so with tall, taller, tallest. The quality expressed by all three 
is tallness, a noun. Tall simply names the quality, taller has more of it 
than tall, and tallest has the most. 

Degrees of comparison are the names of the different forms 
of the adjective which express the different degrees of quality, 
and are as follows: 

1. Positive degree of an adjective simply names the quality, e. g., tall , 
round. 

2. Comparative degree of an adjective expresses a greater or less 
degree of the quality than the positive degree, e. g., taller, rounder, less 
tall, less round. 

3. Superlative degree of an adjective expresses the greatest degree or 
the least degree (amount) of the quality, e. g., tallest, roundest, least tall, 
least round. 

4. The comparative degree in English is formed by adding er to the 
positive; the superlative, by adding est to the positive. 

Now study page 100, section 246, and notice: 

1. In altus the us is a gender ending, i. e., us tells that the adjective is 
masculine. 

2. That the comparative degree of altus is formed by adding to alt 
(the stem) ior to form the masculine and feminine, and ius to form the 
neuter. 

3. That the superlative degree of altus is formed by adding to alt (the 
stem) issimus to form the masculine, issima to form the feminine, and 
issimum to form the neuter. 

The general rule for adjectives of the first and second 
declension is: 

1. To form the comparative, add ior or ius to the positive with its 
gender ending dropped. 

2. To form the superlative, add issimus, a, um, to the positive minus 
its stem vowel or with its gender ending us dropped. 

Remember that brevis and audax are adjectives of the third 
declension and have i stems, e. g., genitive plural equals bre- 


56 


BEGINNING OR FIRST YEAR LATIN 


vium. Drop the genitive plural ending and brevi is left for 
the stem. In audacium, drop um and audaci is left for the 
stem. The comparative endings ior, ius, and the superlative 
endings issimus, a, um, are added to the stem minus the stem 
vowel, e. g., brevi equals stem, brev equals stem minus stem 
vowel; brev ior, brev ius, equals the comparative, and brev- 
issimus, -a, -um, equals the superlative degree. The general rule 
then is as follows: 

1. The comparative degree equals the stem minus the stem vowel plus 
ior, ius. 

2. The superlative degree equals the stem minus the stem vowel plus 
issimus, a, um. 

Learn the declension of altior in section 248. The compara¬ 
tive degree of other adjectives is declined in the same way. 
Notice that altior is declined like an adjective of the third 
declension with two forms for gender in the nominative sin¬ 
gular, i. e., like brevis (section 484). 

Study the model sentences in section 249 and 249, a. Then 
learn the rule for the comparative ablative in section 250 and 
250, a. 

Learn the words in section 251. 

82. Questions to be reviewed. 

1. Write the English of the sentences in section 252, I. 

Write the Latin of the sentences in section 252, II. 

2. Write the comparison in all degrees of: (1) cams; (2) 
levis; (3) prudens; (4) fidelis. 

3. Write the declension of the comparative degree of each 
adjective named in 2. 

4. Write the declension of altus and similis in the superlative 
degree. 

5. Write down each adjective in section 252, I, II, and tell its 
degree of comparison. 

6. How is the neuter comparative distinguished from the 
masculine and feminine comparative? 

7. What kind of stems have adjectives of the third declen¬ 
sion? 


BEGINNING OR FIRST YEAR LATIN 


57 


LESSON XLII 

83. Assignment of work. 

There are two classes of adjectives, viz., those ending in er 
'r lis in the positive, which form their superlative irregularly. 

An adjective whose positive degree ends in er, forms its 
superlative by adding rimus, a, um, to the positive, e. g., miser, 
m : ser rimus, a, um; acer, acer rimus, a, um. 

Six adjectives ending in lis form their superlative by adding 
limus, a, um, to the stem minus the stem vowel, e. g., facilis, 
stem equals facili; stem minus stem vowel equals facil; facil- 
limus, -a, -um, is the superlative. Learn the six adjectives in 
section 254. 

The comparative degree of adjectives ending in er and lis 
is formed regularly. 

Study sections 253, a, and 254, and learn the comparison 
of the adjectives named there. 

Notice that the comparative degree is sometimes translated 
by the word rather and the superlative degree by very or exceed¬ 
ingly (255 and 255, a). 

Study the model sentences in section 256, a, b; and then 
learn the rule for the partitive genitive in section 257. 

Learn the words in section 258. 

84. Questions to be reviewed. 

1. Write the English of the sentences in section 259, I; and 
the Latin of those in section 259, II. Notice: 

1. That prima luce (in 259, T, 2) is an ablative of time when, and 
may be translated at dawn or at daybreak. 

2. That frigidissimus (in 5) should be translated very cold. 

3. That very like (in 259, II, 1) and very deep (in 2) are to be trans¬ 
lated by the superlative. That rather long (in 3) is a comparative. 

2. Write the declension of: (1) pars; (2) lingua; (3) lenis, -e. 

3. Write the comparison of: (1) angustus; (2) frigidus; (3) 
lenis; (4) niger; (5) aeger. 

4. Write the declension of the comparative of: (1) angustus; . 
(2) lenis. 


58 


BEGINNING OR FIRST YEAR LATIN 


LESSON XLIII 

85. Assignment of work. 

The comparison of the irregular adjectives in section 260 
must be learned. They do not come under the general laws of 
comparison. Commit these to memory and drill on them until 
you are sure you know them. 

The comparative plus is regular in its declension, and 
must be learned by itself. Notice that it has neither masculine 
nor feminine forms in the comparative and no dative neuter 
singular. 

A list of adjectives that form their comparative and super¬ 
lative from prepositions or adverbs, and certain others that 
have two forms for the superlative, is given in the last part of 
section 489. These can be learned as they occur in the 
vocabularies. 

Study the model sentences in section 263 and 263, a. Notice 
that multo minor in sentence one may be translated the less by 
much , and that multo tells how much less, and is therefore the 
amount of difference or degree of difference. That pede altior 
in sentence two may be translated taller by a foot, and that pede 
tells how much taller than the son the father is, and is there¬ 
fore the amount of difference or the degree of difference in 
their height. 

Learn the rule in section 264 for the ablative of degree of 
difference. 

Learn the words in section 265. 

86. Questions to be reviewed. 

1. Write the English of the sentences in section 266, I; and 
the Latin for those in section 266, II, and notice: 

1. That novi in I, 1, is a partitive genitive. 

2. That sex in I, 2, is indeclinable. For minor natu, see the iriegular 
comparatives in 260. 

3. That ruri in I, 5, is a locative case. 

2. Write the declension of: (1) civis; (2) mendacium; (3) 
opera; (4) orator. 

3. Write the comparison of: (1) inferus (489); (2) sapiens; 
(3) superus (489). 


BEGINNING OR FIRST YEAR LATIN 


59 


4. Write the declension of the comparative of: (1) Inferus; 
(2) sapiens. 

5. How are the comparative and superlative degrees of 
adjectives regularly formed? What exceptions in the forma¬ 
tion of the superlative? 


LESSON XLIV 
87. Assignment of work. 

In English almost every adjective has a corresponding adverb, 
e. g., adjective dear, adverb dearly ; adjective eager, adverb 
eagerly; and quick, quickly; wise, wisely; swift, swiftly. From 
these words the law of formation can be learned, i. e., add ly 
to the adjective to form the adverb. 

Note: ly means like. 

In the same way, almost every adjective in Latin has a 
corresponding adverb. Let us now study the law of formation 
of the positive degree of the adverb from the positive degree of 
the adjective. 

1. The adjective earns (267) is an adjective of the first and second 
declension and forms its corresponding adverb by changing its gender 
ending us to e, e. g., carus, care. This is true of most of the adjectives 
of this declension that end in us. 

2. The adjective miser (267) is also an adjective of the first and 
second declension and forms its corresponding adverb by adding e to the 
positive, e. g., miser, misere. 

3. The adjective acer is an adjective of the third declension and 
forms its corresponding adverb by adding ter to the stem, e. g., acer 
(adjective), acri (stem), acriter (adverb). 

The general law of the formation of the comparative degree 
of adverbs may be stated as follows: 

In adjectives of the first and second declensions, change the us to 
long e. In adjectives of the third declension, add ter to the stem. 

Other adjectives form their corresponding adverb irregu¬ 
larly, e. g., facilis (adjective), facile (adverb), which is the 
neuter positive of the adjective; bonus, bene; malus, male; 
multus, multum. 

The comparative degree of the adverb is the same form as 
the neuter comparative of the adjective; e. g., adverb facile, 
adjective facile. 


60 


BEGINNING OR FIRST YEAR LATIN 


The superlative degree of the adverb is formed by changing 
the final us of the superlative of the adjective to e. Notice 
that there is only one exception to this (plurimum). 

Learn the words in section 269. 

88. Questions to be reviewed. 

1. Write the English of the sentences in section 268, I; and 
the Latin of those in section 268, II. 

2. Translate the conversation in section 270. 

3. Form adverbs from the following adjectives: (1) brevis; 
(2) fellx; (3) liber; (4) similis; (5) certus (sure); (6) diligens 
(diligent); (7) longus (long); (8) alacer (eager!. 

4. Compare (write the comparative and superlative degree) 
the adverb formed from each of the eight adjectives in the 
preceding question. 

5. Compare: (1) diu. (see vocabulary); (2) sapienter. 

6. Write the declension of: (1) dubium; (2) gramen. 

7. Write a synopsis of do in the indicative mode, active and 
passive voice, second person singular. 

8. Write the perfect passive, pluperfect passive, and the 
future perfect passive of neco. 

9. Write the present and perfect stems of: (1) disco; (2) 
erro; (3) muto; (4) vireo. 

LESSON XLV 

89. Assignment of work. 

Review the conjugations of amo, moneo, rego, facio, and 
audio in all tenses of the indicative, active and passive (497, 
498, 499, 500, 501). 

Learn the words in section 273, and notice that the most of 
them are adverbs. Fix them firmly in mind. 

90. Questions to be reviewed. 

1. Translate A Letter from Pompeii in section 271, and 
notice: 

1. That Si tu vales, bene est; ego quoque valed, is translated, If you 
are well , it is well ; I am well also. This was the usual way of beginning 
a letter. So frequently was it used that the initials only of the & words 


BEGINNING OR FIRST YEAR LATIN 


61 


were usually given, e. g., a letter would begin S. t. v. b. e. e. q. v. and then 
the body of the letter would follow. 

2. That the letter is written to a friend by someone who is spending 
the winter (hiemavl) at Pompeii, near Naples, at the advice of a physician 

(medic! consilid). 

2. Write in English the conversation in section 272, and 
notice that this conversation is based to some extent upon the 
letter in section 271. 

3. Write the answer to each question of the review in sec¬ 
tion 274. 

Note: In the seventh question the Latin word for oalc tree is quercus, -us. 

4. Write a synopsis of impleo in the indicative, active and 
passive in the third person plural. 

5. Write the present and perfect stems of: (1) hiemo; (2) 
rldeo; (3) valeo. 

6. What is the case of consilio, section 271, sentence 3; 
parentibus, section 271, sentence 3? Give rules under which 
these words fall. 


V \ v \ 


62 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XLI, XLII, XLIII, XLIV, XLV 

I. Translate the following Latin sentences into English: 

(a) Quis miles Caesare fortior fuit? 

(b) Patria mllitibus est carior vita. 

(c) Prlma luce maximam partem hostium in altis- 
simo monte vidimus. 

(d) Hie puer sex annis minor natu est quam ilia 
puella. 

(e) Ex hoc summo monte facile sex urbes et centum 
oppida video. 

II. Translate the following English sentences into Latin: 

(a) My brother is taller than your father. 

(b) Your brother is six years older than my sister. 

(c) Much of the way is very narrow but very easy. 

(d) The leader carried on many wars successfully. 

(e) Caesar’s soldiers fought very eagerly. 

III. Compare (a) carus; (b) lenis; (c) prudens; (d) facilis; 
(e) miser. 

IY. Give the construction* of the nouns found in the Latin 
sentences in question I. 

V. Show how the comparative and superlative degrees of adjec¬ 
tives are formed. Give an example of each. 

VI. Write a Latin sentence which contains a 'partitive geni¬ 
tive. Explain in what word the partitive idea exists. What 
word denotes the wholef (Original sentence.) 

VII. Decline facilis, -e, in all genders. 

VIII. Compare the adverbs (a) breviter; (b) multum; (c) bene. 

IX. Name the six adjectives that form the superlative with 
limus. 


*By construction we mean the case and rule. 



BEGINNING OR FIRST YEAR LATIN 


63 


LESSON XLVI 

91. Assignment of work. 

On page 110, in section 275, learn the declension of dies and 
notice: 

1. The new set of case endings, viz, singular number, N. es, G. el, 
D. ei, Acc. em, Ab. e; plural number, N. es, G. erum, D. ebus, Acc. es, 
Ab. ebus. Learn these. 

Learn also the declension of res. 

There are not many nouns of the fifth declension. The prin¬ 
cipal ones are given in section 279. 

Nouns of the fifth declension are feminine except dies. It 
is always masculine in the plural and sometimes in the singular. 
Learn the rule for gender in section 276. 

Study the model sentences in section 277 and 277, a; and 
learn the rule for extent of time and space in section 278. 

Learn the words in section 279. 

92. Questions to be reviewed. 

1. Write the English of the sentences in section 280, I; and 
the Latin of those in section 280, II. 

2. Write the declension of: (1) acies; (2) tides; (3) spes; 
(4) passus. 

3. Write the synopsis of the passive indicative in the second 
person plural of: (1) pono; (2) exspecto. 

4. Write the comparative and superlative of posterus. 


LESSON XLVII 

93. Assignment of work. 

The indicative mode is the mode of fact. 

The subjunctive mode may express a variety of things accord¬ 
ing to its use in a sentence. 

There are four tenses in the subjunctive, viz, the present, 
imperfect, perfect, and pluperfect. In this lesson the present 
subjunctive is studied. 

The formation of the present subjunctive varies slightly in 
each conjugation, viz: 


64 


BEGINNING OR FIRST YEAR LATIN 


1. First conjugation, present subjunctive = present stem, with stem 
vowel a changed to e, + personal endings. 

2. Second conjugation, present subjunctive = present stem + a + per¬ 
sonal endings. 

3. Third conjugation, present subjunctive = present stem, with stem 
vowel e changed to a + personal endings. 

4. Fourth conjugation, present subjunctive = present stem + a + per¬ 
sonal endings. 

Note: Active personal endings are added for the active voice and 
passive personal endings for the passive voice. 

The rule for vowel change by conjugation is: 

Change a to e, add a, change e to a, add a. 

Now learn the present subjunctive of amo, moneo, rego, 
capio, and audio (sections 497, 498, 499, 500, 501). 

Learn the present subjunctive of sum (502). 

Study the model sentences in section 283 and notice that: 

1. In the first sentence ut (that, in order to, in order that) may 
introduce a dependent clause whose verb is in the subjunctive, and that 
this dependent clause expresses purpose. Notice that ut pugnent expressed 
the will or purpose of the citizens (elves) in arming themselves. There¬ 
fore the clause is called an ut clause of purpose. 

2. In the second sentence ne culpentur (that they may not be blamed) 
expresses the will or purpose of the boys in working, but the clause 
expresses what the boys do not want, and is therefore negative, while 
in the first sentence the purpose clause expresses what the citizens want 
and is affirmative, and therefore introduced by ut. 

3. A purpose clause that expresses what is wanted is introduced by 
ut, and one that expresses what is not wanted is introduced by ne. 

4. Ut may be translated that, in order that, in order to. 

Learn the rule in section 284. 

Review the verbs in section 285. Be sure you know the 
meaning and principal parts of each verb. 

Review simple, complex, and compound sentences, (17, 18, 
19), and independent and dependent statements (18, note; 
19, note). 

94. Questions to be reviewed. 

1. Write the English for the sentences in section 286, I; and 
the Latin for those in section 286, II, and notice that: 

(a) In II, 3, to destroy expresses the will or purpose of your being 
sent. The sentence must be translated into Latin as if the English 
reading was, You are sent that you may destroy , e. g., Mitteris ut deleas. 


BEGINNING OR FIRST YEAR LATIN 


65 


Remember that a Latin infinitive must not be used to express purpose* 
This is a good English construction , but not a Latin construction. 

(b) In II, 6, translate in Latin as if the English sentence read, We 
advise that they do not move (ne). 

2. Write the present subjunctive active of: (1) video; (2) 
duco; (3) facio; (4) mittd; (5) moveo. 

3. Write the present subjunctive passive of: (1) punio; (2) 
recipio; (3) reperio; (4) scribo; (5) video. 

4. Write in English: (1) a simple sentence, and tell why 
it is a simple sentence; (2) a complex sentence, and tell why it 
is a complex sentence; (3) a compound sentence, and tell why 
it is a compound sentence. 

Note: Underscore the principal clauses in 2 and 3. 


LESSON XLVIII 

95. Assignment of work. 

On page 114, in section 287, the imperfect subjunctive is 
studied. The law of formation is as follows: 

1. Imperfect subjunctive = present active infinitive + personal endings. 

2. For the active voice use the active personal endings, m, s, t; 

mus, tis, nt. 

3. For the passive voice use the passive personal endings, r, ris or re, 

tur; mur, mini, ntur. 

Now learn the imperfect subjunctive of amo, moneo, rego, 
capio, and audio, and notice that the above law of formation 
applies in each case (sections 497, 498, 499, 500, 501). 

Learn the imperfect subjunctive of sum (502). 

Study the model sentences in section 288; and review those 
in section 283, and notice: 

1. In 283, 1 and 2, the present indicative tenses armant and labdrant 
in the independent clauses are followed by the present subjunctive tenses 
pugnent and culpentur in the dependent clauses. 

2. In 288, 1, the imperfect indicative armabant is followed by the 
imperfect subjunctive pugnarent. The same law holds in 288, 2. 

3. In 289, 2, the perfect indicative is followed by the imperfect 
subjunctive. 

4. Therefore a present subjunctive follows a present indicative and 
an imperfect subjunctive follows an imperfect or a perfect indicative. 
This is part of the law of the sequence of tenses. We shall study more 
about it later. 


66 


BEGINNING OR FIRST YEAR LATIN 


Study the model sentences in section 289, and notice: 

1. That in sentence one the ut clause does not express will or purpose 
as in the previous lesson, but rather the result of the long journey (iter 
tam longum est). Therefore ut with the subjunctive may form a clause 
expressing result. 

2. That in sentence two ut non expresses the result of the badness of 
the boy (puer tam malus fuit). Therefore ut non with the subjunctive 
may form a negative clause of result. 

3. That, therefore, result may be expressed by ut or ut non with the 
subjunctive (section 290). The principal clause has some word meaning 
so or such, e. g., tam, ita. 

4. Remember purpose may be expressed by ut or ne with the sub¬ 
junctive (section 2&4). 

Learn the words in section 291. 

96. Questions to be reviewed. 

1. Write the English of the sentences in section 292, I; and 
the Latin of those in section 292, II, and notice: 

(а) In 292, I, 1 and 2, accidit is the form for accidd both in the 
present indicative active third singular and in the perfect indicative 
active third singular, and may be translated it happens or it happened. 

(б) In 292, I, 3, what is the tense of accidit? How does esset help to 
determine the tense of accidit? 

2. Write out: (1) the purpose clauses in section 292, II; 
(2) the result clauses in section 292, I, II. 

3. What kind of a word in the independent clause indicates 
that a result clause is following? 

4. How does a negative purpose clause differ from a nega¬ 
tive result clause in respect to the introducing word (sections 
284 and 290) ? 

5. Write the imperfect subjunctive, active and passive, of: 
(1) accido; (2) ago. 

6. Write the present subjunctive, active and passive, of: (1) 

cdgnosco; (2) vivo. 

7. Write the law of sequence of tenses. 

8. Write in Latin: The soldiers drew up their line of battle 
in order that they might terrify the enemy. 

9. Write a sentence in Latin expressing result; a sentence 
expressing purpose. 


BEGINNING OR FIRST YEAR LATIN 


67 


LESSON XLIX 

97. Assignment of work. 

On page 116, in section 293, and in sections 497, 498, 499, 
500, 501, study the formation of the perfect subjunctive and 
the pluperfect subjunctive, active and passive, and notice: 


1. Perfect subjunctive- 


Active voice = perfect stem + eri + personal 
endings, e. g., amav eri m. 

Passive voice = perfect participle -f- present 
subjunctive of sum, i.e., sim, sis, sit; simus, 
sitis, sint; e.g., amatus sim. 


f Active voice = perfect stem + isse + per¬ 
sonal endings, e. g., amav isse m. 

2. Pluperfect subjunctive J Passive ™ice = perfect participle + imper- 
I feet subjunctive of sum, i.e., essem, esses, 
! esset; essemus, essetis, essent, e.g., ama- 
[ tus essem. 


Learn the perfect and pluperfect subjunctive, active and 
passive, of amo (497); mone6 (498); rego (499); capio (500); 
audi5 (501). 

Learn the perfect and pluperfect subjunctive of sum (502). 

Study the model sentences in section 294; and then learn 
the rule for the verb of an indirect question in section 295. 

Review section 288 in reference to sequence of tenses and 
then study the sentences in section 296, and notice: 

1. That tenses which express present or future time, e. g., the present, 
future, and future perfect tenses, are called principal tenses. 

2. That tenses which express .past time, e. g., the imperfect, perfect, 
and pluperfect tenses, are called historical tenses. 

3. That a principal tense in the independent clause is followed by 
the present or perfect subjunctive in the dependent clause. 

4. That a historical tense in the independent clause is followed by 
the imperfect or pluperfect subjunctive in the dependent clause. 

Note: When the perfect uses have, has, it is regarded as a principal 
tense, and thus may be followed by the present or perfect subjunctive. 
So the perfect, according to how it is used, may be followed by any tense 
of the subjunctive (297, a). 

. Learn the words in section 298; and notice that the most of 
them are interrogative adverbs. 



68 


BEGINNING OR FIRST YEAR LATIN 


98. Questions to be reviewed. 

1. Write the English of the sentences in section 299, I; and 
the Latin of those in section 299, II. Notice carefully the indirect 
questions and remember that the verb of an indirect question 
is in the subjunctive and must follow the law of sequence of 
tenses. Remember that num is only the sign of a question that 
expects the answer No, and is not to be translated, e. g., I, 7 is 
translated, You don’t walk upon your hands, do you? The answer, 
of course, is No. In I, 12, num introduces an indirect question 
and is translated whether, e. g., He asked whether he had often 
been in Rome. 

2. Write out the complete conjugation of the present, imper¬ 
fect, perfect, and pluperfect subjunctive, active and passive, of: 
(1) rogo; (2) scid. 

3. Write out the indirect questions in section 299, I, II. 

4. Tell how the law of sequence of tenses applies in section 
299, I, sentences 2, 9, 12. 


LESSON L 


99. Assignment of work. 

Review the formation of tenses of the indicative and sub¬ 
junctive modes in Lessons XLIX, XLVIII, XLVII, XXXVIII. 

Learn the new words in section 301. 

Review the case endings of nouns of the first declension; of 
the second declension; of the third declension; of the fourth 
declension; of the fifth declension. 

100. Questions to be reviewed. 

1. Write the translation into English of section 300, and 
notice that: 

(а) In lines 1 and 2, iter fecit means made a journey, but in military 
terms means marched. 

(б) In line 2, quae is a relative used as a demonstrative. A relative at 
the beginning of an independent clause is to be translated as a demonstra¬ 
tive; therefore quae res is to be translated, this thing, and not which thing. 

( c ) In line 4, in cornibus means on the wings (of the army). 


BEGINNING OK FIRST YEAR LATIN 


69 


2. Write the Latin of the sentences in section 302. 

3. Write out the answers to the questions of the review in 
section 303. 

4. Write a synopsis of the indicative and subjunctive, active 
and passive, in the third person plural of: (1) cedo; (2) educo. 

5. Write the complete conjugation, active and passive, of 
conloco in the following tenses: (1) future indicative; (2) pres¬ 
ent subjunctive; (3) pluperfect indicative. 

6. Write the complete conjugation, active and passive, of iuvo 
in the following tenses: (1) perfect indicative; (2) pluperfect 
subjunctive; (3) imperfect subjunctive. 

7. Write the declension of: (1) fortuna (section 300, line 
7); (2) animus; (3) collis; (4) equitatus; (5) spes (279). 

8. In section 300, sentence 3, what kind of a clause is ut 
iuvarent. 

9. In section 300 pick out a result clause. 


70 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS XLVI, XLVII, XLVIII, XLIX, L 

I. Translate the following Latin sentences into English: 

(a) HI mllites maiorem die! partem summo in monte 
manebant. 

(b) Cives se armant ut pugnent. 

(c) Puer tarn malus fuit ut a magistro non laud- 
aretur. 

(d) Dux acer quot mllites sint in illls castrls scit. 

(e) Ilostes tarn acriter in nostram aciem impetum 
fecerunt ut cederent. 

II. Translate the following English sentences into Latin: 

(a) The camp* is two hundred! feet long. 

(b) The boys work so that they may not be blamed. 

(c) The enemy fled into the forests so that they were 
not seen by the soldiers. 

(d) My boy told me where he had been. 

(e) The soldiers remained on the hill a part of the 
day. 

III. Decline (a) acies; (T>) Mes; (c)spes (Section 275—Note a). 

IV. Write a Latin sentence which contains an expression 
for (a) extent of time, (b) extent of space. 

V. Conjugate (a) armo, armare, in the present subjunctive, 
active and passive; (b) mittb, mittere, in the imperfect 
subjunctive, active and passive; (c) video, videre, in the 
present subjunctive, active and passive. 

VI. Write a Latin sentence which contains a clause express¬ 
ing (a) affirmative purpose ; (b) negative purpose. 

VII. Write a Latin sentence which contains a clause express¬ 
ing (a) affirynative result; (b) yiegative result. 

VIII. Write a Latin sentence which contains an indirect 
question. 

IX. What is the gender of nouns of the fifth declension? 
What word js an exception? 

X. What tenses of the indicative are classed as principal ? 
as historical ? 


♦castra -drum -n (in the plural only 
tducenti -ae -a (page 214—Text) 



BEGINNING OR FIRST YEAR LATIN 


71 


LESSON LI 

101. Assignment of work. 

On page 213, in section 491, learn the cardinal numerals 
so that you can count up to 100, and notice: 

1. That unus, duo, tres, and mllle can be declined and that all the 
others can not. 

2. That for eighteen, the Latin says two from twenty; for twenty- 
eight, two from thirty; for thirty-eight, two from forty; and so on. 

Learn the declension of unus, duo, tres, and mllle in section 
304, and notice: 

1. That unus is one of the ten adjectives that have lus in the genitive 
singular and I in the dative singular (see 312). Of course, unus has no 
plural. 

2. That tres can have no singular and is declined like brevis (182) 
in the plural. 

3. That duo has no singular. 

4. That mllle is indeclinable in the singular. 

Study the model sentences in section 306, and then learn the 
rule for the descriptive ablative and the descriptive genitive in 
section 307. 

102. Questions to be reviewed. 

1. Write the English of the sentences in section 308, I; and 
the Latin of those in section 308, II, and notice: 

(a) In I, 10, milia passuum = thousands of paces , which is one mile; 
passuum is a partitive genitive ( genitive of the whole). Therefore decern 
milia passuum = ten thousand paces, or ten miles. 

(&) In I, 15, maximus natu is the superlative degree of senex (489) 
and is to be translated the oldest. 

2. Write out the descriptive ablatives in section 308, I and II. 

3. Write out the descriptive genitives in section 308, I and II. 

LESSON LII 

103. Assignment of work. 

On page 213, in section 491, learn the first twenty-one ordinals, 
and read over the others and notice: 

1. That all end in us, and can be declined like bonus. 

2. That an ordinal adjective tells what order, place, or rank an object 
holds or occupies, e. g., first, second, third, or fourth place, and so on. 

Learn the new words in section 310. 


72 


BEGINNING OR FIRST YEAR LATIN 


104. Questions to be reviewed. 

1. Write the English of the sentences in section 311, I; and 
the Latin of those in section 311, II. 

2. Write the synopsis of decedo in the indicative and subjunc¬ 
tive, active and passive, in the second person plural. 

3. Write the declension of: (1) gens; (2) ingenium; (3) legio. 


LESSON LIII 

105. Assignment of work. 

On page 124, in section 312, there is a list of ten irregular 
adjectives which must be learned. Learn this list and notice: 

1. That each forms its genitive singular with the ending ius, and 
its dative singular with I. 

2. That each is declined like an adjective of the first and second 
declension, with the exceptions of the genitive and dative mentioned 
above, i.e., those ending in us are declined like bonus, -a, -um (section 483), 
except in the genitive and dative singular. Those ending in er are 
declined either like liber (483), or like piger (483), except in the genitive 
and dative singular. 

3. That the genitive singular of alter ends in ius. 

Learn the idioms in section 313. 

106. Questions to be reviewed. 

1. Write the English of the sentences in section 314, I: and 
the Latin of those in 314, II, and notice: 

(a) In I, 1 , the translation is, on one banlc of the river ... on the other. 

(b) In I, 2, the translation literally is, Some say other things, which 
means in English, Some say one thing, others another. Alia is accusative 
plural neuter, object of dixerunt. 

2. Write the translation into English of section 315, and 
notice: 

(a) That in the second line alterius is genitive. This is the only 
adjective of the ten that has short ius in the genitive singular. 

(&) That in line three, ille refers to Caesar and hie to Virgil, and 
that they may be translated the former ... the latter. 

3. Write out in full the declension of: (1) toti’s; (2) neuter; 
(3) uter. 


BEGINNING OR FIRST YEAR LATIN 


73 


LESSON LIV 

107. Assignment of work. 

On page 126, in section 316, review the present active 
infinitive, as given in the principal parts of the verb of amo, 
moneo, rego, capio, and audio. 

There are three infinitives in Latin, viz., the present, the 
perfect, and the future. Study these in section 316 for the pres¬ 
ent and perfect, and in sections 497, 498, 499, 500, 501, for the 
future, and notice the formation of each is as follows: 

1. The present passive infinitive = the present active infinitive with 
the final e changed to i, except in the third conjugation, where, after the 
final e has been changed to i, the preceding er is dropped, e. g., regere = 
present active infinitive; regeri — er = regi = the present passive infinitive. 

2. The future infinitive: 

(1) Active voice = future active participle + esse. 

Note: Future active participle = participle stem + ur + us, -a, 

■um, e. g., amat + ur + us. 

Participle stem = perfect participle with us dropped; e. g., 
amatus (perfect participle), amat (participle stem). 

(2) Passive voice = neuter of the perfect participle + iri, 
e. g., amatum iri. 

3. The perfect infinitive: 

(1) Active voice = perfect stem + isse, e. g., amav -f isse, 
amavisse. 

(2) Passive voice = perfect participle + esse, e.g., amatus esse. 

Translations of the infinitives: 

1. Present active, amare = to love. 

2. Present passive, amari = to be loved. 

3. Future active, amaturus esse = about to love, ready to love, going 
to love. 

4. Future passive, amatum iri = about to be loved, ready to be loved, 
going to be loved. 

5. Perfect active, amavisse == to have loved. 

6. Perfect passive, amatus esse = to have been loved. 

Learn the present, future, and perfect infinitives, active and 
passive, of amo, moneo, rego, capio, audio, and sum, in section 
316 for the present and perfect, and in sections 497, 498, 499, 
500, 501, 502, for the future. Be sure and learn the meaning 
of each. 

Study the model sentences in section 317, and notice: 

1. In sentence one laudari, to be praised, is the subject of est. 
Therefore an infinitive may be used as the subject of a verb. 


74 


BEGINNING OR FIRST YEAR LATIN 


2. In sentence two, vincere completes the predicate; in three, esse 
completes the predicate; in four, esse completes the predicate. Therefore 
the infinitive may be used to complete the predicate. The infinitive is 
then called a complementary infinitive. 

3. In sentence five, nos esse bonos is the object of cupiunt, since it 
tells what they wish. The subject of esse is nos; nds is the accusative 
plural of ego. Therefore the subject of an infinitive is in the accusative. 

4. In sentence three, the subject is puer, the predicate is cupit, the 
complementary infinitive is esse, and primus is a predicate adjective 
after the complementary infinitive esse and agrees with puer, the subject 
of the main verb, cupit, in gender, number, and case. Therefore a predicate 
adjective after a complementary infinitive agrees with the subject of the 
main verb in gender, number, and case. 

Now learn the two rules in section 318. 

Learn the words in section 319. 

108. Questions to be reviewed. 

1. Write the English of the sentences in section 320, I; and 
the Latin of those in section 320, II. 

2. Write the present, future, and perfect infinitives, active 
and passive, with the English meaning of each form of: (1) 

puto; (2) lego. 

3. Write a synopsis of iubeo in the first person singular, 
active and passive, in the indicative and subjunctive modes, with 
the English meaning of each form. 

4. Compare dives (write the positive, comparative, and super¬ 
lative degrees). 

5. Write the declension of periculum. 

6. Write out the complementary infinitives in section 320. 

7. Write out the infinitives with subject accusatives in sec¬ 
tion 320. 

8. Why is the subjunctive used in sentence 16, section 
320 (284)? 


LESSON LV 

109. Assignment of work. 

If John says to you, 1 am writing a letter, and you report 
to James what John said, you would say to James, John says 
that he is writing a letter. The words, I am writing a letter are 


BEGINNING OR FIRST YEAR LATIN 


75 


the exact words which John used and are called the direct 
statement. The words, that he is writing a letter, are the words 
used by you in quoting or reporting to James what John said 
and are called the indirect statement. Therefore: 

1. The exact words used are called the direct statement. 

2. The quoted or reported words are called the indirect statement. 

The indirect statement, that he is writing a letter, could not 
be used in this form in Latin; but would be, himself to write 
a letter. The sentence, John says that he is writing a letter, 
would be in the Latin form, John says himself to write a letter, 
using the Latin words the direct is, Epistulam scrlbo, and the 
indirect, Dicit se epistulam scrlbere. Notice that: 

1. In Latin the main verb of an indirect statement is an infinitive. 

2. The infinitive takes its subject in the accusative. 

3. The form of an indirect statement is infinitive with subject 
accusative. 

4. An indirect statement occurs after verbs of saying, knowing, 
thinking, and the like. 

Now study section 321, on page'128, and notice: 


1. That tu scribis, you write, is the direct statement. When this is 
quoted or reported, i. e., used after a word of saying, the indirect form is, 

Dicunt te scrlbere. 

2. That after a verb of saying the first word of the English trans¬ 
lation is that. This word has no equivalent in the Latin. 

3. That the subject nominative tu of the direct becomes the subject 
accusative (te) of the infinitive of the indirect form. 

4. That the indicative of the direct becomes the infinitive of the 
indirect form. 

Learn the rule in section 322. 

Study sections 323, 324, 325, 326, and notice and learn that: 

1. The present infinitive in an indirect statement denotes the same time 
as that of the verb on which it depends. 

2. The perfect infinitive in an indirect statement denotes time before 
that of the verb on which it depends. 

3. The future infinitive in an indirect statement denotes time after 
that of the verb on which it depends. 

Learn the new words in section 327. 


76 


BEGINNING OR FIRST YEAR LATIN 


110. Questions to be reviewed. 

1. Write the English of the sentences in section 328, I; and 
the Latin of those in section 328, II. 

(a) In 328, I, 2, the principal verb is videmus and the rest of the 
sentence is the object of videmus. The object is an indirect statement. 
The translation of the sentence is, We see that spring is here and that the 
cold is broken up by spring. 

Note: The equivalent of the word that is not found in Latin in 
this sense, but that must be used in translating an indirect statement 
into English. 

Note: The indirect statement follows a verb of seeing. 

(b) In 328, II, 2, the subject is who, the predicate is does know, and 

the rest of the sentence is an indirect statement and is the object of the 

verb does know. 

The word that cannot be translated into Latin, and so the English 

sentence in the Latin order is, Who does not know winter cold at last here 

to be? The translation into Latin ’is, Quis ndn scit hiemem frigidam iam 
hie esse? 

2. Write out the indirect statement in section 328, I, II. 

3. Write the list of verbs that take an indirect statement in 
section 328, I, II. 

4. Write a list of ablatives used in section 328, I, II, and 
tell what each expresses. 

5. Write the present, future, and perfect infinitives, active 
and passive, of: (1) scio; (2) solvo. 

6. Write a synopsis of tego in the second person singular, 
indicative and subjunctive, active and passive. 


BEGINNING OR FIRST YEAR LATIN 


77 


EXAMINATION 

LESSONS LI, LII, LIII, LIV, LV 

I. Translate the following Latin sentences into English: 

(a) Mllites virl summa virtute sunt. 

(b) Quo nomine nos mensem nonum appellamus? 

(c) Altera legio in dextr5, altera in sinistro cornu a 
Caesare conlocata est. 

(d) Quis dux suos mllites fortes esse non cupit? 

(e) Quis non putat hostes a nostrls mllitibus victuros 

esse ? ; 

II. Translate the following English sentences into Latin: 

(a) The general loves soldiers of great courage. 

(b) On the fourth day they lead the troops from the 
country into the city. 

(c) Caesar will march (iter facere) without delay 
with the tenth alone. (Legion is understood.) 

(d) We think that many birds have been killed by 
winter’s cold. (Sections 322-325 of Text.) 

(e) The farmers hope (spero, sperare) the gods will be 
kind to them. (Sections 322-326 of Text.) 

III. Write the numerals as far as 30. 

IY. Decline (a) tres in all genders; (b) duo in all genders. 

V. Write a sentence which contains (a) a descriptive abla¬ 
tive; (b) a descriptive genitive. 

YI. Name five of the nine adjectives which have ms in the 
genitive singular and i in the dative singular and give 
the meaning of each one. 

VII. Decline any one of the adjectives you mention in ques¬ 
tion YI. 

VIII. Write the present active infinitive and the present 
passive infinitive of (a) puto (first conjugation) ; (b) 
iubeo (second conjugation); (c) rego (third conjuga¬ 
tion); (d) venio (fourth conjugation). 

IX. Write the perfect active infinitive and the perfect pas¬ 
sive infinitive of (a) puto; (b) iubeo; (c) rego, (d) venio. 

X. Write (a) the present infinitive of sum; (b) the perfect 
infinitive of sum. 


78 


BEGINNING OR FIRST YEAR LATIN 


LESSON LVI 

111. Assignment of work. 

A demonstrative is a word that points out or makes emphatic. 
We have already learned the demonstratives is, hie, ille, iste. 

On page 130, in section 329, learn the declension of the 
demonstratives idem and ipse, and notice: 

1. That the declension of idem is the same as the declension of is 
with dem added, except in the nominative singular. 

2. That m before d is changed to n as in the accusative singular 
masculine and feminine, and in the genitive plural of all genders. 

Learn the declension of iste in section 493. 

Study the model sentences in section 331, and notice: 

1. That idem and iste may be used as demonstrative pronouns or 
demonstrative adjectives. Compare the uses of is in section 140, a, b. 

2. Iste is called the demonstrative of the second person, because it is 
used in reference to something which has some relation to the second 
person, or the person spoken to, and means that of yours (331, b). 

3. Ipse is sometimes called the intensive or emphatic demonstrative, 
because it is used to emphasize a noun or pronoun expressed or under¬ 
stood. It means self (himself, herself, or itself). Many times it may be 
translated even or very (331, c). 

Learn the new words in section 332. 

112. Questions to be reviewed. 

1. Write the English of the sentences in section 333, I; and 
the Latin of those in section 333, II, and notice carefully the 
use of the demonstratives. 

2. Write the declension of: (1) idem dies; (2) res ipsa; (3) 
istud animal. 

3. Compare malus (489). 

4. Write synopsis of praedico in the third person singular, 
indicative and subjunctive, active and passive. 

5. Write out an indirect statement used in section 333. 

6. Write out an indirect question used in section 333. ' 

Note: Remember that an indirect question has its verb in the 

subjunctive. 


BEGINNING OR FIRST YEAR LATIN 


79 


LESSON LVII 

113. Assignment of work. 

On page 132, in section 334, learn the indefinite pronouns 
mentioned there, and learn their declension. Review the declen¬ 
sion of the interrogative quis (142), and the relative qui (210), 
and notice: 

1. That aliquis is the interrogative quis (142) with ali used as a 
prefix except in the nominative singular feminine and the neuter nomi¬ 
native and accusative plural, where the form is aliqua instead of aliquae. 

2. That quidam is the relative qui (210) + dam, and is declined by 
adding dam to all the forms of qui. Of course, m is changed to n wherever 
it occurs before d. It has two forms in the neuter nominative singular. 

3. That quisquam is quis -f quam and is declined by adding quam to 
all the forms of quis (442). It has no feminine singular, and no plural 
in any gender. 

4. That quivis is qui -f- vis and is declined by adding vis as a suffix 
to all forms of qui (210). The neuter singular nominative has two forms. 

5. That quisque is quis + que and is declined by adding que to all the 
forms of quis (142). The neuter singular nominative has two forms. 

The translation of the indefinites depends upon the gender of 
the form used, e. g., aliquis (masculine) means any man, aliqua 
(feminine) means any woman or object of the female sex, aliquid 
or aliquod (neuter) means any thing. The word thing or things 
is always understood with a neuter form of either a pronoun or 
an adjective. 

114. Questions to be reviewed. 

1. Translate into English section 336. Hereafter consult the 
general vocabulary for new words. Notice that some words 
have a small number above and to the right of the word. This 
number refers to a corresponding number at the end of the 
translation which gives some help in translating the word. 

Notice: 

(a) Page 133, line 2, videbitur means will seem. The verb videS in the 
passive means seem. 

(b) Page 133, line 1, scripsit has an indirect statement as object. 

(c) Page 133, line 5, certi, and line 7, novi, are partitive genitives 
(genitive of whole). 

( d ) Page 133, line 7, Alius aliud scribit is translated One person writes 
one thing; another, another thing (313). 

( e ) Page 133, line 7, Eheu is an interjection and translated alas. 


80 


BEGINNING OR FIRST YEAR LATIN 


2. Write the Latin of the sentences in section 337. 

3. Write out the answer to each question of the review in 
section 338. 

4. Write out in full the declension of quidam. 

5. Write out in full the declension of aliquis. 


LESSON LVIII 
115. Assignment of work. 

On page 134, in section 339, study the formation of the 
present imperative, active and passive, and notice: 

1. That the present imperative active second singular = 'present stem 
of the verb, e. g., ama. 

2. That the present imperative active second plural = present stem + 
te, e. g., amate. 

3. That the present imperative passive second singular is the present 
active infinitive of the verb, e. g., amare. 

4. That the present imperative passive second plural = present stem + 
mini, e. g., amamini. 

5. That the imperative is the mode of harsh or stern command. 

6. That the present imperative is used only in the second person 
singular and plural. It would be difficult to command yourself (first 
person) to do anything or to command someone who was absent (third 
person) to do anything. 

In sections 497, 498, 499, 500, 501, 502, study the future 
imperative of amo, moneo, rego, capio, audio, and sum, and 
notice: 

1. That the conjugation of the future imperative of amo if written 
out in full would be as follows: 


Future Active Imperative of Amo 
Singular Number Plural Number 

1st person (wanting) (wanting) 

2nd person amato amatote 

3rd person amato amantd 


Future Passive Imperative of Amo 
1st person (wanting) (wanting) 

2nd person amator (wanting) 

3rd person amator amantor 


2. That the first person singular and plural of the active is wanting. 

3. That the future active second and third persons singular = present 
stem + to. The second plural = present stem + tote. The third plural = 
present stem + nto. 


BEGINNING OK FIRST YEAR LATIN 


81 


4. That the future passive second and third persons singular = present 
stem -f- tor. The third plural == present stem -f ntor. 

Learn the formation of the present and future imperatives, 
since it applies to all verbs. You now have the formation of 
the indicative, subjunctive, imperative, and infinitives, active 
and passive. Review these laws of formation and fix them in 
your mind. 

Be sure and learn the English translation of each form. 

Study the model sentences in section 340, and notice: 

1. That the subjunctive as well as the imperative can express a 
command, i. e., the subjunctive expresses a mild command, appeal, or 
exhortation; the imperative, a harsh command. 

2. That the first and third persons of the subjunctive are used for the 
affirmative mild command or appeal. 

3. That the imperative second person is used for the affirmative stern 
command. 

4. That in a negative mild command or appeal , ne is used with the 
first and third persons in the subjunctive, e. g., ne amat, let him not love. 

5. That noli or nolite (be unwilling ) with the infinitive is used to 
express a negative harsh command (prohibition ), e. g., noli amare, be 
unwilling to love, do not love. 

Learn the words in section 342. 

116. Questions to be reviewed. 

1. Write the English of the sentences in section 341, I; and 
the Latin of those in section 341, II. Be careful of these 
imperative and subjunctive forms. 

2. Write the English of the sentences in section 343, I; and 
the Latin of those in section 343, II. Look out for harsh and 
stern commands, both affirmative and negative. 

3. Write the present and future imperatives, active and 
passive, of: (1) rogo; (2) deleo; (3) lego; (4) punio. 

Note: If you have forgotten the principal parts of these verbs, 
refer to the vocabulary in the back part of the book. 

4. Write a synopsis of tango in the second person singular, 
active and passive, of the indicative, subjunctive, and impera¬ 
tive. 

5. Write all the infinitives, active and passive, of decipio. 

6. Write the declension of: (1) memoria; (2) mors; (3) 
vlnum. 


82 


BEGINNING OR FIRST YEAR LATIN 


7. How does the imperative second singular active of died, 
duco, facid, and fero, diifer from that of other verbs? Learn 
these four imperatives, (339, a). 


LESSON LIX 

117. Assignment of work. 

Review the conjugation of sum, in the indicative, subjunc¬ 
tive, imperative, and infinitives, in section 502. 

Learn the conjugation (inflection) of possum in section 503, 
and notice: 

1. That possum = potis (able) + sum (I am) == 1 am able or I can. 

2. That it has no imperative. 

Learn the conjugation of prosum in section 504, and notice: 

1. That prosum = pr5 (old form prod [for]) -f sum (I am), I am for, 
I am for an advantage or benefit, or I aid or benefit. 

2. That the old form prod is used in the present infinitive, in the 
second and third persons singular and second plural of the present indica¬ 
tive, and all other forms where the form of sum begins with a vowel. 

In section 345, learn the compounds of sum with their prin¬ 
cipal parts and meanings. 

Study the model sentences in section 346, and then learn the 
rule for the dative with verbs compounded with the prepositions. 
Be sure to learn the list of prepositions, ad, ante, con, and so 
forth. 

Note: Notice that some of these compound verbs are transitive and 
take both an accusative of direct object and a dative of indirect object. 
That insum may be followed by the preposition in with the ablative 
(350, line 1), and intersum may be followed by inter with the accusative 
(350, line 5), 

Study the model sentences in section 348, and then learn the 
rule for the dative of service or purpose in section 349. 

118. Questions to be reviewed. 

1. Write the translation of section 350 into English. Notice 
the compounds of sum, and the dative used with these 
compounds. 

2. Write into Latin the sentences in section 351. 


BEGINNING OK FIRST YEAR LATIN 


83 

3. Write a synopsis in the indicative and subjunctive, first 
person singular, of: (1) absum; (2) desum; (3) intersum; (4) 
praesum. 

4. Write out the datives of service in sections 350, 351. 

5. Write out the datives used with compounds of ad, ante, 
con, and so forth. 


LESSON LX 


119. Assignment of work. 

In sections 497, 498, 499, 500, 501, study the participles of 

amo, moned, rego, capio, and audio, and notice: 

1. That there are three participles: the present (active only); the 
future (active and passive); the perfect (passive only). 

2. That the participles are formed as follows: 


(1) Present 

(2) Future^ 


(active) = present stem + ns, e. g., ama ns. 
Active = participle stem + ur -f- us, a, um, 

amat ur us, a, um. 

Passive = present stem -f nd -j- us, a, um, 

ama nd us, a, um. 


e- g-, 


e- g; 


(3) Perfect (passive) = participle stem -f us, a, um, e. g., amat 
us, a, um. 


Note: This participle is the fourth of the principal parts of 
the verb. 


3. That the participles are translated as follows: 
(1) Present, amans = loving. 


( 2 ) 


Future - 


Active, amaturus = going to love, ready to love, 
about to love. 

Passive, amandus = going to be loved, ready to be 
loved, about to be loved. 


(3) Perfect, amatus = having been loved, loved. 


4. The participles are declined as follows: 

(1) The present, amans, like an adjective of the third declen¬ 
sion with one form for gender in the nominative singular (see 
section 485). It has an i-stem. 

(2) The future active and passive and the perfect are declined 
like bonus, -a, -um (section 483). 


Participles agree with nouns and pronouns like adjectives. 
Study the model sentences in section 353, and notice: 

In sentences 1, 2, 3, 4, 5, and 6, the participle in translation 
is equivalent to a clause, e. g.: 




84 


BEGINNING OR FIRST YEAR LATIN 


1. In sentence 1, manentem is a present active participle in the accusa¬ 
tive singular, modifying the object te. The sentence translated is, I saw 
you remaining in the city , or I saw you while you were remaining or staying 
in the city. The participle manentem is equivalent to the clause, while 
you were remaining or staying. 

2. In sentence 2, oppugnata, having been besieged, is equivalent to the 
clause, though it was besieged. 

3. In sentence 3, commotus, having been alarmed, is equivalent to the 
clause, because he was alarmed. 

4. In sentence 4, victus, having been defeated, is equivalent to the 
clause, if defeated. 

5. In sentence 5, missa, having been sent, or sent, is equivalent to the 
clause, which had been sent. 

6. In sentence 6, captum, having been captured or captured, is equiva¬ 
lent to the clause, who had been captured. Note: Take this treatment of 
the sentence instead of the one suggested by the book. 

Learn the words in section 354. 

120. Questions to be reviewed. 

1. Write the translations into English of section 355, and 
notice: 

1. Consul factus — having been made or elected consul (line 1). 

2. Accidit is impersonal = it happened (line 2). The ut clause is the 
subject of accidit. 

3. Ne faceret expresses negative purpose. 

4. Notice that what the physician (medicus) says to Fabricius and 
what Fabricius says to the physician is direct discourse. 

5. Vinctum (line 8) is equivalent to the clause, who had been bound. 

2. Write the English of the sentences in section 356, I; and 
the Latin of those in section 356, II, and notice: 

1. Novi (sentence 2) is a partitive genitive. 

2. Homine (3) is a comparative ablative, quam being omitted. 

3. Rldens (4) is equivalent to the clause, while he was laughing. 

4. Manentem (6) see 353, I. 

5. In sentence 11,2, translate into Latin as if the English were Let 
him bound be led bach to the king. 

6. In sentence II, 4, that he may be punished, expresses purpose. 

3. Write the present, perfect, and supine stems of: (1) 

commoveo; (2) reduco; (3) interficio. 

4. Write a synopsis in the indicative, subjunctive, and 
imperative, active and passive, in the second person singular 
of: (1) munio; (2) vincio. 

5. Write, the infinitives and participles, active and passive, 
of: (1) munio; (2) vincio. 

6. Write the declension of: (1) historia; (2) venenum. 


BEGINNING OR FIRST YEAR LATIN 


85 


EXAMINATION 

LESSONS LVI, LVII, LVIII, LIX, LX 

I. Translate the following Latin sentences into English: 

(a) Dux et miles in eodem perlculh fuerunt. 

(b) Pater suum filium et suam flliam eodem die 
vldit. 

(c) Ilia puella in dextra manu aliquid liabet. 

(d) Ne rex mortis perlculum timeat. 

(e) Consul amlcls in magno periculo est auxilio et 
praesidio. 

II. Translate the following English sentences into Latin: 

(a) I do not see the same soldier. 

(b) They know that your friends themselves blame 
you. 

(c) I have read a certain book. 

(d) Let us send a messenger to your father. 

(e) The general, conquered, sent many gifts to 
Caesar. 

III. Decline in all genders: idem; aliquis. 

IV. What is idem compounded of? 

V. Write the present imperative active of (a) praedicd, prae- 
dicare ; (b) timeo, timere ; (c) tego, tegere; (d) facio, 
facere ; (e) venio, venire. 

VI. Write the present imperative passive of each of the verbs 
named in question VII. 

VII. Conjugate possum in full in the (a) present indicative; 
(b) future indicative; (c) pluperfect indicative; (d) present 
subjunctive; (e) perfect subjunctive. 

VIII. Name the prepositions which compounded with verbs 
govern the dative, e. g., ad, ante, etc. 

IX. Translate: Be brave, soldiers. Read the book. Do not 
laugh, boys. Let not birds be destroyed. 


86 


BEGINNING OR FIRST YEAR LATIN 


LESSON LXI 

121. Assignment of work. 

One of the most common constructions (ways of saying things) 
in Latin is the ablative absolute. The nominative absolute is 
frequent in English, e. g., Knowing their secret he permitted 
no one to enter the house. The ablative absolute is so called 
from the fact that in construction it is absolutely independent 
of the rest of the sentence while still connected in thought, and 
the additional fact that all words used in it are in the ablative 
case. This construction occurs only in the Latin. 

Study the two sentences in section 357, page 140, and the 
different ways in which they may be translated into English 
and notice: 

1. In sentence 1, the perfect participle munitis agrees with the noun 
castris in the ablative plural, thus forming an ablative absolute whose 
literal translation is, the camp having been fortified. This translation 
admits of the variations mentioned in section 357. Note: To get the 
literal translation of an ablative absolute always translate the noun or 
pronoun first and the participle afterwards. 

2. In sentence 2, hoc facto is translated this thing having been done or 
this thing done, and admits of the variations mentioned by the book. 

3. When no participle is given in the ablative absolute, the participle 
being is used in the translation. The verb sum has no present participle 
corresponding to the present participle being of the verb to be, e. g., 
Caesare duce, Caesar being the leader. 

4. The Latin perfect participle is passive and not active. Therefore 
the sentence, Caesar, having defeated the Gauls, returned to Borne, has to be 
translated into the Latin as if it read, Caesar, the Gauls having been 
defeated, returned to Borne, or Caesar, Gallis victis, Eomam rediit. G-allis 
victis is an ablative absolute. This is all made necessary because the 
Latin has no perfect active participle. 

After studying the different translations of the ablative 
absolute in section 357, a, b, c, learn the rule in section 358, 
and 358, a. 

Learn the words in section 359. 

122. Questions to be reviewed. 

1. Write the English of the sentences in section 360, I; 
and the Latin of those in 360, II. Translate each ablative 
absolute in I, 1, 2, 3, 4, 5, in the first two ways mentioned in 
section 357. 


BEGINNING OR FIRST YEAR LATIN 


87 


2. Write a synopsis of condo in the third person plural, 
indicative and subjunctive, active and passive. 

3. Write the infinitives and participles, active and passive, 

of effundo. 

4. Write, the imperatives, active and passive, of condo. 

5. Write the declension of: (1) auxilium; (2) latro; (3) 
pecus. 

6. How are the comparative and superlative degrees of adjec¬ 
tives formed ? Illustrate. 


LESSON LXII 

123. Assignment of work. 

The gerundive is . another name for the future passive parti¬ 
ciple, and is formed as follows: 

1. Gerundive = present stem + nd + us, a, um, (see manual Lesson 
LX). It is declined like bonus, -a, -um, and is a verbal adjective (361). 

Study the model sentences in section 362, and notice: 

1. In sentence 1, servandum is a gerundive. It agrees with the object 
aurum as an adjective and is translated, to be about to be kept, or to be 
kept, or to keep. 

2. In sentence 2, delendae is a gerundive. It agrees with the genitive 
urbis as an adjective and is translated, about to be destroyed, or to be 
destroyed. The whole sentence translated literally is, Caesar was desirous 
of the city to be destroyed, or Caesar was desirous of destroying the city. 

3. In sentence 3, petendam is a gerundive. It agrees with the accusa¬ 
tive pacem, the object of the preposition ad, as an adjective. The phrase, 
ad pacem petendam, translated literally is, for peace to be sought, and is 
equal to, for the purpose of seeling peace. 

4. In sentence 1, that servandum expresses purpose and is equal to 
ut servaret (284); and ad pacem petendam in sentence 3, expresses purpose 
and is equal to ut pacem peterent (284). 

Learn the words in section 363. 

124. Questions to be reviewed. 

1. Translate into English the sentences in section 364, 1 ; 
and into Latin those of section 364, II, and notice: 


88 


BEGINNING OR FIRST YEAR LATIN 


( a ) In I, 7, educandos is a gerundive expressing purpose and is trans¬ 
lated, for the purpose of bringing up or to bring up. 

( b ) In I, 14, morittirl is the future active participle and is translated 
about to die. This sentence is celebrated, as it is said that the Christians, 
when led to their death in the amphitheatre at Rome, cried out these words 
when passing the emperor’s seat. 

2. Write the gerundive of each verb in section 363. 

3. Write the infinitives, active and passive, of the verbs in 
section 363. 

4. Write a synopsis of educo in the third person plural, 
indicative and subjunctive, active and passive. 


LESSON LXIII 

125. Assignment of the work. 

If the gerundive amandus, -a, -um, is declined, the forms found 
in the genitive, dative, accusative, and ablative singular, e. g., 
genitive amandi, dative amando, accusative amandum, ablative 
amando, form the gerund of the verb. 

The gerund, then, is the same in form as the genitive, 
dative, accusative, and ablative, of the gerundive. 

The gerund is a verbal noun, while the gerundive is a verbal 
adjective. The gerund, then, does not agree with a noun, but 
may take a noun as an object. 

Learn the gerunds of amo, moneo, rego, capio, and audio, 
in sections 497, 498, 499, 500, 501. 

Study the model sentences in section 367, and notice: 

1. In sentence 1, delendi is the gerund and takes urbem as its direct 
object. Its use is that of a noun. 

2. In sentence 2, pugnandum is the gerund and is the object of the 
preposition ad, the phrase ad pugnandum expresses purpose. Its use is 
that of a noun. 

3. In sentence 3, discendo is the gerund and is in the ablative to 
express means. Its use is that of any other noun. 

4. Compare urbem delendi (sentence 1) with urbis delendae (362,2). 
In these the difference between the uses of the gerund and gerundive is 
clearly brought out. The gerund is a verbal noun that takes an accusa¬ 
tive of direct object, and the gerundive is an adjective that agrees with 
its noun. But both mean the same thing. 

Learn the words in section 368. 


BEGINNING OR FIRST YEAR LATIN 


89 


126. Questions to be reviewed. 

1. Write the English of the sentences in section 369, I; 
and the Latin of those in section 369, II, and notice that the 
i, 6 , um, 6 endings are gerunds, the others gerundives. 

2. Write the list of gerunds used in section 369, I, II. 

3. Write the list of gerundives used in section 369, I, II. 

4. Write all the participles, active and passive, of accedo. 

5. Write all the infinitives, active and passive, of cdnicid. 

6. Write the present, and future imperatives, active and 
passive, of contemno. 

7. Write the gerunds of navigo. 

8. Write a synopsis of oro in the second singular, indica¬ 
tive and subjunctive, active and passive. 

9. Write the declension of: (1) deus (see 482); (2) indus¬ 
trial (3) spatium. 

10. Compare utilis. 


LESSON LXIV 

127. Assignment of work. 

The supine is a verbal noun and has only two forms, viz., 
the accusative and ablative singular, and is formed as follows: 

1. Accusative of supine = participle stem -f- um, e. g., amat um. 

2. Ablative of supine = participle stem + u, e. g., amat u. 

The uses of the supine are as follows: 

1. The accusative of supine is used after verbs of motion to express 
purpose, e. g., in sentence 1 , pacem petitum means for the purpose of seeking 
peace or to seek peace, and is equivalent to ut pacem petant (284), and ad 

pacem petendam (362, b). 

2. The ablative of supine is used to denote in what respect a thing is 
true and is an ablative of respect. It is translated as an infinitive, e. g., 
in sentence 2, factu is the ablative of supine and is translated in respect 
to the doing or to do. 

Learn the supines of amd, moneo, rego, capio, and audio 

in sections 497, 498, 499, 500, 501. 

128. Questions to be reviewed. 

1. Write the English of the sentences in section 375, I; 
and the Latin of those in section 375, II, and notice: 


90 


BEGINNING OR FIRST YEAR LATIN 


(a) In I, 1, rogatum auxilium = for the purpose of asking aid. 

( b ) In I, 5, factu = to do. 

(c) In II, 1, animo in mind = ablative of respect. 

( d ) In II, 3, to say than to do = in the saying than in the doing = abla¬ 
tive of supine. 


2. Write the translation into English of section 376, and 


notice: 

1. In line 1, regibus expulsis is an ablative absolute; and is translated 

the kings having been driven out. 

2. In line 9, senatul is a dative with a verb compounded with prae. 

3. Write the answer to each question of the review in sec¬ 
tion 377. 


4. Write out the supines of amo, moneo, rego, capio, and 


audio. 


LESSON LXV 


129. Assignment of work. 

Review the complete conjugation (inflection) of amo (497). 

Review the formation of all tenses of the indicative, sub¬ 
junctive, imperative, all forms of the infinitive, participle, 
gerundive, gerund, and supine. 

Review the verbs in section 379. Be sure that the principal 
parts are memorized. 

130. Questions to be reviewed. 

1. Write the English of the Latin in section 380, I; and the 
Latin of the English in section 380, II. Notice that section 380 
constitutes a review of verb forms of the first and of the sec¬ 
ond conjugation. 

2. Write the translation into English of the story of Romu¬ 
lus and Remus in section 381, and notice: 


(a) In line 5, relabente is the present participle, relabens in the ablative 
singular forming with flumine an ablative absolute , and is translated, the 
river subsiding. 

(b) In line 6, mfantis is an accusative plural of an i-stem noun of the 
third declension, the object of lambit. 

(<?) In line 9, educandos is the accusative of gerundive, and expresses 
purpose, translated to be brought up. 

3. Write a synopsis of muto in the third person singular, 
indicative and subjunctive, active and passive. Write the pres¬ 
ent and future imperatives, active and passive, the infinitives 
and participles, active and passive, the gerundive, gerund, and 
supine. 


BEGINNING OR FIRST YEAR LATIN 


91 


EXAMINATION 

LESSONS LXI, LXII, LXIII, LXIV, LXV 

I. Translate the following Latin sentences into English: 

(a) Caesar, hostibus victls, mllites Romam mlsit. 

(b) Multi reges bellbrum gerendorum cupidl sunt. 

(c) Caesar flnem brand! fecit. 

(d) Romani nuntium ad Caesarem rogatum auxilium 
mlserunt. 

(e) Ille puer patrl virtute similis est. 

II. Translate the following English sentences into Latin: 

(a) The city having been fortified, the citizens were 
a great aid to the soldiers. 

(b) The legion is prepared to wage war. (ad with 
accusative of gerundive.) 

(c) Night made an end of the fighting. (Genitive 
of gerundi) 

(d) A messenger came to Rome to seek peace. 
(Supine in um.) 

(e) That is easier to say than to do., (Supine in u.) 

III. What two modes are used in commands and appeals? 

IY. Write the present participle of (a) amo; (b) moneo; 
(c) rego; (d)'capio; (e) audio. 

Y. Write the future participle, active and passive, of the 
verbs named in question IV. 

VI. Write the perfect participle of the verbs named in ques¬ 
tion IV. 

VII. Express in Latin of seeing the town, (a) using the 
gerundive; (b) using the gerund. 

VIII. What is a verbal noun? 

IX. Write an original Latin sentence which has in it (a) a 
gerundive; (b) a gerund. 

X. Write an original sentence which has in it a gerund 
expressing purpose. 


92 


BEGINNING OR FIRST YEAR LATIN 


LESSON LXVI 

131. Assignment of work. 

Review the complete conjugation of regd (499); of capio 
(500); of audio (501). 

Review the verbs in section 383. 

132. Questions to be reviewed. 

1. Write the English of the Latin forms in section 384, I; 
and the Latin of the English forms in section 384, II. 

2. Translate into English the continuation of the story of 
Romulus and Remus in section 385. First review the trans¬ 
lation of the first part of the story in section 381. Fix this 
story in mind, as it is the well-known myth in reference to 
the founding of Rome. In section 385, notice: 

(a) In lines 1 and 2, primo deinde are really corresponsives and may be 
translated at first and then. 

(b) In line 2, viris is the accusative plural of vis, and is the direct 
object of auxerunt, translated, they increased their strength. 

(c) In line 5, esset is subjunctive of indirect question. 

(d) In line 6, pastoribus armatis is ablative absolute. 

(e) In line 6, ad is omitted before Albam, because Albam is the name 
of a town. 

3. Write a synopsis of vinco in the third person plural, 
indicative and subjunctive, active and passive. 

4. Write the present and future imperatives, active and pas¬ 
sive, of munio. 

5. Write the infinitives and participles, active and passive, 

of pono. 

6. Write the gerundive, gerunds, and supines of iacid. 

7. Give three ways of expressing purpose. 

LESSON LXVII 

133. Assignment of work. 

Study section 386 on page 152, and section 509, in regard 
to deponent verbs, and notice: 

1. A deponent verb is passive in form, but active in meaning, e. g., 
utor, 7 use riot, 1 am used. 

Note: The word deponent comes from the Latin verb depdno, lay 
aside, so a deponent verb has laid aside its active form. 


BEGINNING OR FIRST YEAR LATIN 


93 


2. That they occur in each of the regular conjugations, and are distin¬ 
guished by the ending of the present infinitive, only, in deponent verbs, 
the infinitive is the present passive , instead of the present acMve, as has 
been learned of all other verbs, e. g., 

(a) A deponent whose present infinitive ends in ari is a 

deponent of the first conjugation, e. g., hortor, hortari. 

(h) A deponent whose present infinitive ends in eri is a 

deponent of the second conjugation, e. g., vereor, vererl. 

(c) A deponent whose present infinitive ends in i is a deponent 
of the third conjugation, e. g., sequor, i. 

( d ) A deponent whose present infinitive ends in Sri is a 

deponent of the fourth conjugation, e. g., potior, Iri. 

3. That deponents have their participles in both voices, and that the 
perfect participle is active. 

4. That deponents have a future active infinitive, e. g., hortaturus esse. 

Learn the principal parts, the meanings, and be prepared 
to give a synopsis of the deponents, hortor, vereor, sequor, and 
potior, in section 509. 

Study the model sentences in section 387, and notice that 
(1) aurd and (2) luce are ablatives but are translated as accusa¬ 
tives of direct object. There are five verbs which, with their 
compounds, have this peculiarity. Learn them in section 388. 

Learn the words in section 389. 

134. Questions to be reviewed. 

1. Write the English of the sentences in section 390, I; and 
the Latin of those in section 390, II. Be careful of deponent 
verbs. Your translation will be all wrong unless you remember 
that they are active in meaning while passive in form. 

2. Notice: 

(a) In I, 11, utamur is subjunctive (340). 

(b) In I, 12, Roma = ab Roma (197, 3). 

(c) In I, 13, usui is a dative of purpose or service (349). 

( d ) In II, 7, love must be put into the case that follows utor (388). 

3. Write a synopsis of hortor in indicative and subjunctive, 
second singular. 

4. Write a synopsis of vereor in the indicative and sub¬ 
junctive, third singular. 

5. Write a synopsis of sequor in the indicative and sub¬ 
junctive, first plural. 


94 


BEGINNING OR FIRST YEAR LATIN 


6. Write a synopsis of potior in the indicative and sub¬ 
junctive, third plural. 

7. Write the declension of: (1) sapientia; (2) scriptor; (3) 
sol; (4) usus. 

8. Write the imperatives, infinitives, and participles of utor. 


LESSON LXVIII 

135. Assignment of work 

So far, with the exception of sum, only regular verbs have 
been studied. Now, the study of the irregular verbs is taken up. 

1. A regular verb is a verb whose tenses and other forms are built up 
from the principal parts according to a uniform law, e g., amo. 

2. An irregular verb is a verb some of whose forms are not built up 
from the principal parts according to a uniform law, e. g., sum. 

Learn the principal parts, meanings, and conjugation of: 
volo, nolo, and malo, in section 505, and notice: 

1. That the irregularities are found in the present indicative and the 
present subjunctive. 

2. That with the exception of present indicative and present sub¬ 
junctive, everything follows regularly from the principal parts. 

Study the model sentences in section 392, and notice: 

1. In sentence 1, mihi the dative singular of ego is used with placet, a 
verb of pleasing. 

2. In sentence 2, amlco the dative of amicus is used with persuadet, a 
verb of persuading. That persuadet also takes an ut substantive clause 
which expresses what was persuaded to the friend (amlco). Remember, 
then, that persuaded takes a dative of the person persuaded and an ut sub¬ 
stantive clause of the thing persuaded. 

Learn the rule and list of verbs that govern the dative in 
section 393. 

Learn the words in section 394. Remember that time is well 
spent in reviewing vocabularies. Notice that enim can never be 
used as the first word in a sentence. Such a word is called a 
postpositive. 

136. Questions to be reviewed. 

1. Write the English of the sentences in section 395, I; 
and the Latin of those in section 395, II. Notice: 


BEGINNING OR FIRST YEAR LATIN 


95 


(a) In I, 7, quam is translated than. 

(h) In I, 9, nonne expects the answer yes. The sentence translated is, 
You wish (vis) to be an aid to your mother, don’t you? 

(c) In II, 3, for the sake of is to be expressed by one word (368). 

2. Write a synopsis of void in the second singular, indica¬ 
tive and subjunctive. 

3. Write a synopsis of nolo in the third singular, indicative 
and subjunctive. 

4. Write a synopsis of malo in the first plural, indicative 
and subjunctive. 

5. Make a list of the datives used with special verbs in 
section 395, I, II. 

6. Write a synopsis of persuaded in the second singular, 
indicative and subjunctive, active and passive. 

7. To what conjugation does experior belong? 


LESSON LXIX 

137. Assignment of work. 

A dependent clause introduced by cum and followed by the 
subjunctive is used to describe a situation in which the main act 
takes place. Such a clause is a cum descriptive clause . 

Note: By main act is meant the act as indicated by the verb of the 
independent clause. 

1. When the cum descriptive clause places the emphasis upon the time 

of the main act, the clause is a cum temporal clause. The verb is in the 

imperfect or pluperfect subjunctive (section 396, 2) and cum is translated 
when. Note: When the tense used is neither imperfect nor pluperfect, 
the indicative is used. (Section 396, 1.) 

2. When the cum descriptive clause places the emphasis upon the cause 
or reason for the performance of the main act, the clause is called cum 
causal. The verb is always in the subjunctive. Cum is translated since, 
as, because, (section 396,3). 

3. When the cum descriptive clause places the emphasis upon an idea 

contrasted with, or in opposition to the main act, the clause is called cum 

concessive or cum adversative. The verb is always subjunctive. Cum is 
translated although (section 396,4). 

Note: The cum coyicessive clause always concedes a fact in spite of 
which concession the main act is true. 


96 


BEGINNING OR FIRST YEAR LATIN 


Now study sections 396, 397, 398, and fix in mind: 

1. A cum temporal clause takes the subjunctive when the tense is 
imperfect or pluperfect, otherwise the indicative, and cum is translated 
when. 

2. A cum causal clause always takes the subjunctive and cum is trans¬ 
lated since, as, because. 

3. A cum concessive clause always takes the subjunctive and cum is 
translated although. 

4. The context will tell w r hich clause is used. 

5. The verbs in the subordinate clauses are in accordance with the 
law of sequence of tenses (Lesson XLIX). 

Learn the words in section 399. 

138. Questions to be reviewed. 

Write the English of the sentences in section 400, and notice 
carefully the different kinds of cum clauses, and that some may 
be translated in more than one way. 

2. Write the Latin of the sentences in section 402, and 
notice: 

(a) In sentence 1, when Fahius was sold, is temporal. The tense is 
imperfect, therefore the imperfect subjunctive must be used. 

(h) In sentence 3, when a consul approaches, is temporal. The tense is 
present, therefore the present indicative must be used. 

3. Write the translation of section 401, and notice care¬ 
fully the references at the bottom of the page. Look these 
up for the sake of the review. They will help greatly in the 
translation of the section. 

4. Write out the cum -temporal clauses in sections 400, 401, 402. 

5. Write out the cum -causal clauses in sections 400, 401, 402. 

6. Write out the cum -concessive clauses in sections 400, 
401, 402. 


LESSON LXX 

139. Assignment of work. 

In section 403, page 158, study the definitions, and notice: 

1. A conditional sentence consists of two parts, a condition, also called 
the protasis, and a conclusion, also called the apodosis. 

2. The condition (protasis) is a dependent clause generally introduced 
by si (if). The conclusion (apodosis) is the independent or principal clause 
upon which the condition depends. 


BEGINNING OR FIRST YEAR LATIN 


97 


Study the model sentences in section 404, and notice: 

1. That a simple condition is a condition in which nothing is implied 
(suggested) in regard to the truth of the condition (supposition), e. g., 
Si hoc facit, bene est. Si hoc facit is the condition or protasis, bene est is 
the conclusion or apodosis. If he does this gives no suggestion as to whether 
or not he will do it, but simply says, if he does this, it is well, (404,1,2,3). 
The indicative is used in both clauses. 

2. That a doubtful condition is a condition in which the truth of the 

condition is suggested as possible or probable. This condition takes the 
present or perfect subjunctive in both clauses. It is sometimes called the 
future less vivid condition. The possibility is usually expressed by should 
. . . . would (404, 4). 

3. That a contrary to fact condition is a condition in which the sup¬ 
posed case is contrary to fact (untrue). Either the imperfect or the 
pluperfect subjunctive is used in both clauses, the imperfect to express 
present time (404, 5), the pluperfect to express past time (404, 6). 

Now learn the rules in sections 405, 406, 407. 

2. Learn the words in. section 408. 

140. Questions to be reviewed. 

1. Write the English of the sentences in section 409, I; and 
the Latin of those in section 409, II. 

2. Mention the sentences by number and tell what kind of 
a condition is used in each. Tell why you know it is the kind 
of a condition you mention. 

3. Write the declension of: (1) cena; (2) dictator; (3) 
senatus. 

4. Write the following forms of responded: (1) a synopsis 
in the third singular, indicative and subjunctive, active and 
passive; (2) the present and future imperatives, active and 
passive; (3) the infinitives, active and passive; (4) the par¬ 
ticiples, active and passive; (5) the gerundive; (6) the gerunds; 
(7) the supines. 


98 


I. 


II. 


III. 

IV. 

V. 

VI. 

VII. 

VIII. 


IX. 

X. 


BEGINNING OR FIRST YEAR LATIN 

EXAMINATION 

LESSONS LXVI, LXVII, LXVIII, LXIX, LXX 

Translate the following Latin sentences into English: 

(a) Ego eos cum omnibus copils sequar. 

(b) Mllites gladils suls cum sapientia utentur. 

(c) Caesar mllitibus persuadet ut pugnent. 

(d) Miles, cum id nuntiatum esset, ad Caesarem 
contendit. 

(e) Si dux fortius pugnavisset, rictoriam reporta- 
visset. 

Translate the following English sentences into Latin: 

(a) Our mothers enjoy (fruor) their children. 

(b) He was preferring to be good rather than to 
seem good. 

(c) When the boy arrived home, his father was there. 

(d) If the soldier should fight well, he would conquer 
the enemy. (Doubtful condition.) 

(e) If Caesar had been in the battle, he would have 
conquered the enemy. (Condition contrary to fact.) 

What is meant by a deponent verb? 

Write the list of deponent verbs which govern the 
ablative, and give their meaning. 

Conjugate (a) volo; (b) nolo; (c) malo, in the present 
indicative. 

Write a list of at least five verbs which govern the 
dative and give the meaning of each verb. 

Write a Latin sentence which contains a cum-clause 
expressing time. 

Write a Latin sentence which contains a cum-clause 
expressing cause. 

Write in English a simple condition. 

Analyze the verbs found in sentences in question I. (Give 
tense, voice, mood and reason for mood.) 


BEGINNING OR FIRST YEAR LATIN 


99 


LESSON LXXI 

141. Assignment of work. 

Review the tense formation of the verb, the translation into 
English of all verb forms, purpose constructions, cum clauses, 
conditional sentences, and indirect questions. 

Learn the words in section 413. 

142. Questions to be reviewed. 

1. Write out the answer to each question of the review in 
section 410. 

2. Translate into English section 411, and notice: 

(a) Line 2, ordinibus is a dative with a verb compounded with ad. 

(b) Line 3, uter introduces an indirect question the verb of which is 
the subjunctive anteponeretur. Alter! is a dative with a compound of 
ante. Which should precede the other? 

(c) Line 7, probandae is the gerundive modifying virtutis. The sen¬ 
tence translated is, Why do you hesitate, Vorenus, he said, or what chance of 
proving your valor do you wait for? 

( d ) Line 8, notice the cum temporal. 

3. Write into Latin the sentences in section 412, and notice: 

(a) In sentence 1, for many years, is accusative of extent of time. 

( b) In sentence 2, each—to the other, (see section 411, line 3). 

( c) In sentence 3, why he hesitated, is an indirect question. 

LESSON LXXII 

143. Assignment of work. 

In section 507, page 235, learn the principal parts, meanings, 
and conjugation of the irregular verb eo. 

In section 506, page 234, learn the principal parts, meanings, 
and conjugation of the irregular verb fero. 

In section 508, page 236, learn the principal parts, meanings, 
and conjugation of the irregular verb fio. 

In the conjugation of eo, fero, and fio, notice: 

1. That the principal irregularity is with the present tense, indicative 
and subjunctive, as it was with void, nolo, and maid. 

2. That with the exception of the present tense, indicative and sub¬ 
junctive, the forms are derived regularly from the principal parts. 

3. That fero is the only irregular verb to have both an active and 
passive voice. 


100 


BEGINNING OR FIRST YEAR LATIN 


4. That fid serves as a passive of facio. It is a semi-deponent verb, 

i. e., the forms built from the present stem are active, and those from the 
perfect stem are passive. 

Study the model sentences in section 415, and notice: 

1. That after a verb of fearing ut is to be translated as if it were ne, 
i. e., that not (415,1). 

2. That after a verb of fearing ne is to be translated as if it were ut, 
i. e., that or lest (415, 2). 

3. That the present subjunctive may be translated as a future indica¬ 
tive (415,2). 

144. Questions to be reviewed. 

1. Write the English of the sentences in section 416, I; and 

the Latin of those in section 416, II, and notice: 

(a) In I, 8, ne is to be translated affirmatively, i. e.., as if it were ut. 

( b ) In I, 9, ut is to be translated negatively, i. e., as if it were ne. 

( c) In II, 4, that is to be translated negatively, i. e., as if it were 

that not. 

(d) In II, 5, that not is to be translated affirmatively, i. e., as if it 
were that. 

2. Write the translation of section 417, and notice: 

(a) In line 1, ne . . . quidem is not even , the word placed between ne 
and quidem is always emphatic. 

(b) In line 6, notice the gerundive progrediendi. Pulloni is a dative of 
possession and should be translated as a genitive. 

( c ) Notice all the helps at the bottom of the section. 

3. Write a synopsis of eo in the second person singular, 
indicative and subjunctive. 

4. Write a synopsis of ferfi in the third singular, indicative 
and subjunctive, active and passive. 

5. Write a synopsis of fio in the first plural, indicative and 
subjunctive. 


LESSON LXXIII 

145. Assignment of work. 

A verb that has no personal subject is called an impersonal 
verb, e. g., licet (it is permitted) (418, 3). 

Some verbs are used impersonally in the third singular, 
e. g., pugnabatur (it was being fought) (418, 1) ; accidit (it 
happened) (418, 2). 


BEGINNING OR FIRST YEAR LATIN 


101 


The subject of an impersonal verb may be: 

1. Id (it), found in the third singular of the verb (418,1). 

2. A clause, e. g., ut luna plena esset (in 418, 2) tells what happened 
and therefore is the subject of accidit. 

3. An infinitive, e. g., ire (418,3) tells what is permitted to you (tibi), 
and is therefore the subject of licet. 

Study the model sentence in section 419, and notice: 

1. That the qui clause clearly expresses purpose. 

2. That the qui clause of purpose could have been an ut clause of pur¬ 
pose (284). 

3. That when the purpose idea is closely connected with some word 
in the independent clause, e. g., legatos (419,1) the qui clause is preferable. 

Now learn the rule in section 420. 

Learn the words in section 421. 

146. Questions to be reviewed. 

1. Write the English of the sentences in section 422, I; and 
the Latin of those in section 422, II, and notice: 

(a) The impersonal verbs, e. g., I, 1, 2, 3, 4, 5, 7, 9, and II, 1, 3, 5. 

(Z>) The gerundive, e. g., I, 9, and II, 3. 

( c ) Clause after a verb of fearing, e. g., I, 8, and II, 4. 

( d ) Relative clause of purpose, e. g., I, 10, and II, 2. 

2. Write the translation of section 423. First review the 
translation (do not write it) of sections 411, 417, to have the 
story (context) in mind. This review will help in the trans¬ 
lation of section 423. Notice: 

(a) Line 3, cupidius is a comparative degree = too eagerly. 

( b ) Line 8, auxilid salutique are datives of service or purpose. 

3. Write a list of verbs used impersonally in section 422, 

i, ii. 

4. Write the declension of: (1) cohors; (2) subsidium. 

5. Write a synopsis of void in the third plural, indicative 
and subjunctive. 


LESSON LXXIV 
147. Assignment of work. 

Periphrastic means a roundabout way of expressing anything, 
e. g., amaturus sum = ready to love, or about to love, I am or 
going to love = I am ready to love, l am about to love, or I am 
going to love. 


102 


BEGINNING OR FIRST YEAR LATIN 


In Latin there are two so-called periphrastic conjuga¬ 
tions, viz.: 

1. The first or active 'periphrastic conjugation which is formed by add¬ 
ing to the future active participle the forms of sum, i. e., first or active 
periphrastic = future active participle + forms of sum, e. g., amaturus est. 
The first periphrastic expresses futurity and thus permits the subjunctive 
to express future time, e. g., 425,1, 2. 

2. The second or passive periphrastic conjugation is formed by adding 
to the future passive participle (gerundive) the forms of sum. It expresses 
duty, necessity, or obligation, e. g., amandus est, he is to be loved, he must 
be loved, he ought to be loved (425, 3,4,5). Compare section 362,1. 

Now study sections 424 and 425, and learn the periphrastic 
conjugations in sections 510, 511. 

In section 425, notice: 

1. In sentence 4, Caesari is a dative and expresses the person by whom 
all things had to be done or the agent. Notice that this dative is used 
with the second periphrastic conjugation. 

2. In sentence 5, mihi is a dative and expresses the one by whom the 
writing must be done, or the agent. Notice that this dative is used with 
the second periphrastic conjugation. 

Now learn the rule for the dative of agent in section 426. 
Compare this with the ablative of agent with passive verbs in 
section 208. 

Learn the words in section 427. 

148. Questions to be reviewed. 

1. Write the English of the sentences in section 428, I; and 
the Latin of those in section 428, II. Notice carefully the peri¬ 
phrastic conjugations, and the dative of agent. 

1. In I, 9, gladiis is an ablative of means. 

2. In 1,10, utendum est is impersonal (compare 425,5); and dlligentia 
is an ablative with titor. 

2. Write a synopsis of moneo in the first periphrastic con¬ 
jugation, indicative and subjunctive, third singular. 

3. Write a synopsis of rego in the second periphrastic con¬ 
jugation, indicative and subjunctive, first plural. 

4. Write the infinitives of the first and second periphrastic 
conjugations of audio. 

5. Write out all the datives of agent used in section 428, 
I, II. 


BEGINNING OR FIRST YEAR LATIN 


103 


6. Make a list of the first and second periphrastic forms of 
the verbs used in section 428, I, II. 

7. Write the declension of: (1) dlligentia; (2) exsilium; (3) 
centurio. 


LESSON LXXV 

149. Assignment of work. 

This lesson is a review of the different ways of expressing 
purpose. Study section 429, page 168, and notice the different 
ways of saying, They came to seek peace. Of course, to seek 
peace, is the purpose expression and may be expressed in Latin 
as follows: 

1. Venerunt ut pacem peterent, ut with the subjunctive. 

2. Venerunt ad pacem petendam, ad with the accusative of gerundive. 

3. Venerunt pacem petendi causa, the genitive of gerund with causa. 

4. Venerunt pacis petendae causa, the genitive of gerundive with causa. 

5. Venerunt pacem petitum, the accusative of supine. 

6. Venerunt qui pacem peterent, a relative with the subjunctive. 

Note: Fix these six ways of expressing purpose firmly in mind. 

150. Questions to be reviewed. 

1. Write the answer to each question of review in sec¬ 
tion 430. 

2. Write the English of section 431. Notice carefully the 
references and explanations at the bottom of page 169, which 
correspond to the numbers in the section. 

3. Write the Latin for the sentences in section 433, and 
notice: 

(a) In sentence 1, the since clause expresses cause, therefore expressed 
by cum with the subjunctive. 

(b) In sentence 3, for seizing hold . . . ships, expresses purpose and may 
be expressed by ad with gerundive. 

4. Write the declension of: (1) robur; (2) velocitas. 

5. Write the following forms of instituo: 

1. Synopsis, active and passive, indicative and subjunctive, in the 
first person singular. 

2. Synopsis, indicative and subjunctive, in the first person singular of 
the first, and the second periphrastic conjugations. 

3. The infinitives and participles, active and passive. 


104 


BEGINNING OR FIRST YEAR LATIN 


EXAMINATION 

LESSONS LXXI, LXXII, LXXIII, LXXIV, LXXV 

I. Translate the following Latin sentences into English: 

(a) Cum haec facta essent, ad castra ierunt. 

(b) Verebantur ne haec fierent. 

(c) Legatos qul auxilium peterent misit. 

(d) Caesar! omnia erant agenda. 

II. Translate the following English sentences into Latin: 

(a) The town must be defended by the general. 

(b) The enemy feared that Caesar would attack the 
city. 

(c) Ten cohorts were left near the town (ad with the 
accusative). 

(d) Caesar will go to Rome when he has conquered 
Gaul. 

III. Conjugate (a) ed; (b) flo; (e) fero in the present indica¬ 
tive. 

IV. In a clause after a verb of fearing (a) When does ut 
introduce the clause? (b) When does ne introduce the 
clause? (c) What seems to happen to ut and ne? 

V. What word is translated that not (a) in purpose clauses? 
(b) in result clauses? 

VI. Write an English sentence which contains a relative 
clause expressing purpose. What mode would this rela¬ 
tive clause expressing purpose take in Latin? 

VII. Name ten English words that have been derived from Latin. 
(Use vocabularies in Lessons LXVI-LXXV.) Name the 
word from which derived. 

VIII. Give a synopsis of the verb moneo in the first person 
singular indicative in the first periphrastic conjugation. 

IX. Give a synopsis of the verb rego in the first person 
singular indicative in the second periphrastic conjuga¬ 
tion. 

X. What (a) does the first periphrastic conjugation express? 
(b) What does the second periphrastic conjugation 
express ? 


BEGINNING OR FIRST YEAR LATIN 


105 


REVIEW OF DECLENSION 

I. Nouns 

Of the first declension end in a in the nominative singular. 

1. Endings = a, ae, ae, am, a; ae, arum, is, as, is, e. g., schola, hasta. 

2. Gender is feminine, except a few, e. g., nauta, agricola, poeta. 

Of the second declension end in us (masculine), um (neuter), 
er, ir (masculine). 

1. Endings 

Masculine = us, i, 6, um, 6; i, drum, is, os, is, e. g., hortus. 
Neuter = um, i, 6, um, o; a, brum, is, a, is, e. g., donum. 
The er and ir nouns have no ending in the nominative 
singular. 

2. The other cases are formed by adding the regular masculine endings 
to the nominative form, e. g., puer, pueri; vir, viri, etc. 

Of the third declension. All genders have various endings in 
nominative singular. 

1. Endings 

Consonant stem = (s), is, i, em, e; es, um, ibus, es, thus. 
Vowel or i-stem = (s), is, i, em, e or i; es, ium : ibus, 
es, or is, ibus. 

2. A noun has an i-stem: 

(1) If it is a masculine or feminine noun ending in is or es 
and does not increase the number of syllables in the genitive, 
e. g., hostis. 

(2) If it is a neuter ending in e, al, or ar, e. g., insigne, 
animal, exemplar. 

(3) If it is a masculine or feminine ending in ns or rs e. g., 

mons, pars. 

(4) If it is a monosyllable ending in s or x following a con¬ 
sonant, e. g., urbs, arx. 

Of the fourth declension end in us (masculine), and u (neuter) 
in nominative singular. 

1. Endings 

Masculine = us, us, ui or u, um, u; us, uum, ibus, us, 
ibus, e. g., gradus. 

Neuter = u, us, u, u, u; ua, uum, ibus, ua, ibus, e g., 
cornu. 

Of the fifth declension end in es in the nominative singular 
and are usually feminine. 

1. Endings = es, el, ei, em, e; es, erum, ebus, es, ebus, e. g., res. 
Nouns whose declension is more or less irregular, e. g., deus, 
domus, vis, iter, senex, mare, etc., (482). 


106 


BEGINNING OR FIRST YEAR LATIN 


II. Adjectives 

Of the first and second declension. 

1. us, a, um, type, e. g., bonus, -a, -um (483). 

2. er, unsyncopated type, e. g., liber, libera, liberum (483). 

3. er, syncopated type, e. g., piger, pigra, pigrum (483). 

Of the third declension. 

% 1. Adjectives having three forms for gender in the nominative singu¬ 

lar, e. g., acer, acris, acre. 

2. Adjectives having two forms for gender in the nominative singular, 
e. g., brevis, breve. 

3. Adjectives having one form for gender in the nominative singular, 
e. g., audax. All present active participles are declined here, e. g., amans, 
monens. 

III. Pronouns 

Personal, ego (first person) ; tu (second person). For third 
person see demonstratives (493). The demonstratives is, hie, 
ille, and iste are used. 

Relative, qui, quae, quod (494). 

Interrogative, quis, quae, quid (495). 

Demonstrative. 

1. hie, haec, hdc (493). May also be used as a third personal pro¬ 
noun. See personal pronoun II, a. 

2. is, ea, id (493). May also be used as a third personal pronoun. See 
personal pronoun II, a. 

3. ille, ilia, illud (493). May also be used as a third personal pro¬ 
noun. See personal pronoun II, a. 

4. iste, ista, istud (492). May also be used as a third personal pro¬ 
noun. See personal pronoun II, a. 

5. idem, eadem, idem (492). 

6. ipse, ipsa, ipsum (492). Sometimes called the intensive pronoun. 

Indefinite. 

1. aliquis, aliqua, aliquid or aliquod (496). 

2. quidam, quaedam, quiddam or quoddam (496). 

IV. Participles 

Present, declined like an adjective of the third declension 
with one form in the nominative singular for gender, e. g., 
amans (see outline for declension of adjectives). 

Future active, future passive, and perfect participles are 
declined like bonus, -a, -um, e. g., amaturus, amandus, amatus. 


BEGINNING OR FIRST YEAR LATIN 


107 


REVIEW OF COMPARISON 

I. Adjectives 

Regular comparison 

1. The positive degree is the adjective in the simplest form, e. g., 

altus, bonus. 

2. The comparative degree = stem + ior to form masculine and fem¬ 
inine, and stem + ius to form the neuter, e. g., altior, altius. 

3. The superlative degree = stem + issimus, a, um, e. g., altissimus, 
-a, -um. 

Note: Stem (for practical purposes) = positive degree — us, e. g., 

altus, alt. 

Irregular comparison 

1. Adjectives whose positives end in er add rimus, a, um, to the posi¬ 
tive to form the superlative, e. g., pulcherrimus, -a, -um. 

2. Six adjectives whose positives end in lis form their superlative by 
adding limus, a, um, to the stem minus the stem vowel, e. g., facillimus, 
-a, -um. 

3. Several have irregular comparatives and superlatives, e. g., bonus, 
malus (see section 489). 

II. Adverbs 

Regular comparison 

1. Positive degree is formed from: 

(1) Adjectives of the first and second declension by changing 
the stem vowel o to e, e. g., alto (stem) alte (adverb), or by drop¬ 
ping us and adding e. 

(2) Adjectives of the third declension by adding ter to the 
stem, e. g., brevi (stem), brevis (adjective), breviter (adverb). 

2. Comparative degree = same as the neuter comparative of the adjec¬ 
tives, e. g., altius, brevius. 

3. The superlative degree = same as the superlative of the adjective 

with final us changed to e, e. g., altissime, brevissime. 


108 BEGINNING OR FIRST YEAR LATIN 


REVIEW OF THE FORMATION OF VERB FORMS 

I. Principal Parts 

Present indicative, given to name the verb, e. g., amo. 
Present infinitive, given to get the present stem, e. g., amare; 
present stem — present active infinitive — re, e. g., ama. 

Perfect indicative, given to get perfect stem, e. g., amavl; 
perfect stem = perfect indicative — I, e. g., amav. 

Perfect participle, given to get participle or supine stem, 
e. g., amatus ; participle or supine stem = perfect participle — 
us, e. g., amat. 

II. Personal endings 
Active, m, s, t; mus, tis, nt. 

Passive, r, ris or re, tur; mur, mini, ntur. 

III. Formation of tenses 


Indicative mode 


1. Present tense = present stem + personal endings, e. g., amat 
(active); amatur (passive); except: 

(1) In the first singular, stem vowel is changed to o and per¬ 
sonal ending m is dropped. 

(2) In the third conjugation, stem vowel e is changed to i in 
the second and third singular and the first and second plural, and 
to U in the third plural. 

(3) In the third person plural of the fourth conjugation, u is 
added to the stem before the personal ending is added. 

2. Imperfect tense = present stem -f- ba + personal endings, e. g., ama- 
bat, amabatur. 

3. Future tense = present stem + bi + personal endings, e. g., amabit, 
amabitur. Except: 

(1) In verbs of the third and fourth conjugations bi is dropped, 
and in the third conjugation the stem vowel e is changed to a in 
the first singular, e. g., regam. In the id verbs of the third conju¬ 
gation i is used before the stem vowel e, e. g., capiet, capietur. 
(Remember the stem vowel is a in the first person singular.) In 
the fourth conjugation first person singular a is added to the stem 
and in all other persons e before the personal endings, e. g., audiet, 
audietur. 

(2) In the passive second singular of verbs of the first and 
second conjugations bi is changed to be, e. g., amaberis. 


4. Perfect tense 


Active — perfect stem + perfect personal end¬ 
ings i, isti, it; imus, istis, erunt or ere, e. g., 
J amavit. 

Passive = perfect participle + present indica¬ 
tive of sum, e. g., amatus est. 



BEGINNING OR FIRST YEAR LATIN 


109 


5. Pluperfect tense 


6. Future perfect 
tense 


Active = perfect stem + era -f- personal end 
ings, e. g., amaverat. 

Passive = perfect participle -}- imperfect in¬ 
dicative of sum, e. g., amatus erat. 

Active = perfect stem + eri + personal end 
ings, e. g., amaverit. 

Passive = perfect participle -|- future indica 
tive of sum, e. g., amatus erit. 


Subjunctive mode 


1. Present tense 


First conjugation = present stem with stem 
vowel a changed to e + personal endings, e. g., 

amet, ametur. 

Second conjugation = present stem + a + per¬ 
sonal endings, e. g., moneat, moneatur. 

Third conjugation = present stem with stem 
vowel e changed to a + personal endings, e. g., 
regat, regatur. 

Fourth conjugation = present stem -f- a + per¬ 
sonal endings, e. g., audiat, audiatur. 


2. Imperfect tense = present active infinitive- -j- personal endings, e. g., 

amaret, amaretur. 


3. Perfect tense 


4. Pluperfect tense 


Active = perfect stem + eri + personal end¬ 
ings, e. g., amaverit. 

Passive = perfect participle -)- present sub¬ 
junctive of sum, e. g., amatus sit. 

' Active = perfect stem + isse + personal end¬ 
ings, or the perfect active infinitive + personal 
J endings, e. g., amavisset. 

Passive = perfect participle + imperfect sub¬ 
junctive of sum, e. g., amatus esset. 


Imperative mode 


1. Present 


2. Future 


Active second singular = present stem, e. g., ama. 
Active second plural = present stem + te, e. g., amate. 
Passive second singular = same form as present active 
infinitive, e. g., amare. 

Passive second plural = present stem -j- mini, e. g., 
amamini. 

' Active second and third singular = present stem + t5, 
e. g., amato. 

Active second plural = present stem -j- tote, e. g., ama- 
tote. 

, Active third plural = present stem + nto, e. g., amantd. 
Passive second and third singular = present stem + tor, 

e. g., amator. 

Passive third plural = present stem -f- ntor, e. g. f 
amantor. 









110 


BEGINNING OR FIRST YEAR LATIN 


Participles 

1. Present = present stem + ns, e. g., amans. 

Active = participle stem + ur + us, a, um, e. g., ama- 

0 „ , turus, a, um. 

2. Future . , . , , , 

Passive = present stem + nd + us, a, um, e. g., aman- 

dus, -a, -um. Note: Sometimes called the gerundive. 

3. Perfect = participle stem -f us, a, um, e. g., amatus, -a, -um. Note : 
This is the fourth principal part of the verb. 

Infinitives 


1. Present 


Active = present stem -f re, e. g., amare. Note: This 
is the second principal part of the verb. 

Passive = present stem + ri or = present active infini¬ 
tive with final e changed to I, e. g., amari. Note: In the 
third conjugation er preceding the final i is dropped, e. g.,. 
regi, not regeri. 


2. Future 


f Active = future active participle + esse, e. g., ama- 

I turus esse. 

) 

Passive = neuter of perfect participle + iri, e. g., ama- 
tum iri. 


3 Perfect ^ Active ~ perfect stem + isse, e. g., amavisse. 

er ec Passive = perfect participle + esse, e. g., amatus esse. 

Gerund 


1. Genitive = present stem -f nd + i, e. g., amandi. 

2. Dative = present stem + nd + 6 , e. g., amando. 

3. Accusative = present stem -f- nd + um, e. g., amandum. 

4. Ablative = present stem + ud -f- 6 , e. g., amando. 


Supine 

1. Accusative of = participle stem + um, e. g., amatum. Note: The 
same as the neuter of the perfect participle. 

2. Ablative of = participle stem -j- u, e. g., amatu. 


Periphrastic conjugations 

1. First or active = future active participle forms of sum, e. g., ama- 

turus est. 

2. Second or passive = future passive participle (gerundive) + forms of 
sum, e. g., amandus est. 

Note: The active has the active future participle, while the passive has 
the passive future participle. 





BEGINNING OR FIRST YEAR LATIN 


111 


REVIEW OF RULES OF SYNTAX 
Definition: Syntax treats of the laws of sentence building. 

I. The six agreements: 

1. A verb agrees with its subject in number and person (sec¬ 
tion 61). 

E. g., Miles pugnat. Pugnat is in the third person singu¬ 
lar to agree with its subject, miles. 

2. A predicate noun agrees in case with the subject of the 
verb (section 99). 

E. g., Caesar est miles. Miles is the predicate noun and 
agrees with the subject of the verb Caesar in case. Both 
are in the nominative case. 

3. An appositive agrees in case with the noun which it 
limits. The noun which the appositive limits is called 
the subject of the appositive (section 111). 

E. g., Consules Caesarem ducem in Galliam miserunt. 
Ducem refers to the same person as Caesarem and agrees 
with it in case. Here the accusative case is used, but 
the agreement may be with any case. 

4. Adjectives agree with their nouns in gender, number, and 
case (section 92). 

E. g., Miles equum magnum amat. Magnum is an adjec¬ 
tive modifying equum, and agrees with it in gender, 
number, and case. 

5. A predicate adjective after a complementary infinitive 
agrees with the subject of the main verb (section 318,2). 

E. g., Miles fortis esse cupit. Esse completes the predi¬ 
cate and is therefore a complementary infinitive. The 
adjective fortis is used after esse, and therefore agrees 
with the subject of the sentence miles in case. 

6. A relative pronoun agrees with its antecedent in gender 
and number, but its case depends upon its relation to 
some word in its own clause (section 213). 

E. g., Miles, quern dux laudat, fortis est. Quern is the 

* Each rule of syntax is illustrated by a simple Latin sentence. 


112 


BEGINNING OR FIRST YEAR LATIN 


relative pronoun, and miles is its antecedent. Quem 
agrees with miles in the masculine gender and singular 
number, but its case is accusative because it is the 
object of laudat, while miles is nominative subject of est. 

II. Case syntax: 

1. The nominative case. 

(a) The subject of a verb is in the nominative case (sec¬ 
tion 51). 

E. g., Miles pugnat. Miles is the subject. 

(b) A predicate noun is in the nominative case (section 99). 

E. g., Vir est agricola. Agricola is the predicate 
noun. 

2. The genitive case. 

(a) Genitive of the whole, or partitive genitive. 

The whole of which a part is taken is expressed by the 
genitive case (section 257). 

E. g., Multi militum sunt fortes. Militum denotes 
the whole class of soldiers, of which many (multi) 
are taken or are spoken of, and is therefore ex¬ 
pressed by the genitive. 

(b) Of description. A noun with an adjective modifying 
it may be used in the genitive to describe a person or 
thing (see descriptive ablative, section 307). 

E. g., Miles fuit vir magnae virtutis. Magnae vir- 
tutis describes the soldier (miles) by giving one of 
his characteristics, and is therefore in the genitive. 

3. The dative case. 

(a) Indirect object is expressed by the dative case (sec¬ 
tion 79). 

E. g., Rex gladium duel dedit. Duel denotes the one 
to whom the sword is given, and is expressed by the 
dative. 

(b) With special adjectives. 

The dative is used with the special adjectives mean¬ 
ing near, fit, friendly, pleasing, like, and their opposites 
(section 117). 


BEGINNING OR FIRST YEAR LATIN 


113 


E. g., Locus idoneus castris est. Idoneus means fit 
and will take the dative castris (for a camp). 

(c) Possessive dative. The dative is used with forms of 
sum to denote the possessor (section 115). 

E. g., Dud est scutum. To the general is a sword. 
The general has a sword. Duel denotes the one who 
possesses the sword, and is in the dative when the 
verb is some form of sum. 

(d) With special verbs. The dative is used with most 
verbs meaning believe, favor, help, trust, please, and 
their opposites; also command, obey, and the like (sec¬ 
tion 393). 

E. g., Miles duel placet. The soldier is pleasing to the 
general. Placet is a verb meaning to please, and 
governs the dative duel. 

(e) With compound verbs. The dative is used with many 
verbs compounded with the prepositions ad, ante, 
con, in, inter, ob, post, prae, pro, sub, and super 
(section 347). 

E. g., Caesar militibus praefuit. Caesar commanded 
the soldiers. Praefuit is a compound of prae and fuit, 
and governs the dative. 

(f) The dative of service. The dative is used with sum 
and a few other verbs to denote that for which a 
thing serves (section 349). 

E. g., Milites oppidanis auxilio erant. The soldiers 
were (for) an aid to the townsmen. Auxilio tells 
what service the soldiers were to the townsmen, and 
is therefore in the dative. 

(g) The dative of agent. With the gerundive, the agent 
is expressed by the dative (section 426). 

E. g., Epistula mihi scribenda est. A letter must be 
written by me, or 1 must write a letter. Mihi tells 
the one by whom the letter must be written, and is 
therefore in the dative. 

. The accusative case. 

(a) Direct object. The direct object of a transitive verb 
is in the accusative case (section 57). 


114 


BEGINNING OR FIRST YEAR LATIN 


E. g., Dux mllitem monuit. The general warned the 
soldier . Mllitem is the direct object, and is in the 
accusative. 

(b) Place whither. The accusative with ad or in is used 
to express the place whither. Names of towns and 
domus and rus omit the preposition (section 160). 
E. g., Dux militem ad oppidum misit. The general 
sent'the soldier to the town. Ad oppidum tells the 
place whither the soldier was sent, and therefore ad 
with the accusative is used. 

(c) Of extent of time or space. Duration of time and 
extent of space are expressed by the accusative (sec¬ 
tion 278). 

E. g., Caesar in Gallia octo annos mansit. Caesar re¬ 
mained in Gaul eight years. Octo annos tells the 
length of time of Caesar’s stay, therefore is expressed 
by the accusative. 

E. g., Milites qulnque mllia passuum iter fecerunt. 

The soldiers (made a journey) marched five miles (five 
thousand of paces). Quinque mllia tells the extent 
of space, and is therefore accusative. 

(d) Subject of an infinitive. The subject of an infinitive 
is in the accusative case (section 318). 

E. g., Dux milites esse fortes cupit. The general de¬ 
sires the soldiers to be brave. Milites is the subject 
of the infinitive esse, and is therefore accusative. 

5. The ablative case. 

(a) Place where. The ablative with a preposition, gener¬ 
ally in, is used to express place where. Names of 
towns, domus and rus, omit the preposition (sec¬ 
tion 81). 

&•> -Dux milites in oppido videt. The general sees 
soldiers in the town. In oppido tells the place where 
the general sees the soldiers, and is expressed by in 
with the ablative. 

(b) Of means or instrument. The means or instrument of 
an action is expressed by the ablative (section 124). 
E. g., Miles hostem patriae gladio interfecit. The sol- 


BEGINNING OR FIRST YEAR LATIN 


115 


dier killed the enemy of his fatherland with a sword. 
Gladio is the instrument used by the soldier in killing 
the enemy, and is in the ablative. 

(c) Of manner. The manner of an action is expressed 
by cum with the ablative. If the ablative is modified 
by an adjective, cum may be omitted (section 129). 

E. g., Miles cum studio pugnat. The soldier fights 
(with zeal) zealously. Cum studio describes the 
manner of fighting, and is therefore cum with ablative. 

(d) Of place whence. Place whence is expressed by the 
ablative with the preposition. The prepositions are 
a (ab), e (ex), de. Names of towns, domus and rus, 
omit the preposition (section 159). 

E. g., Milites ex oppido properaverunt. The soldiers 
hurried forth from the town. Ex oppido tells the 
place whence or from where the soldiers hurried, and 
is therefore expressed by ex with the ablative. 

(e) Of cause. The ablative is used to express cause or 
reason (section 165). 

E. g., Miles vulnere est miser. The soldier is wretched 
because of a wound. Vulnere tells the cause of the 
soldier’s wretchedness, and is therefore ablative. 

(f) Of time when or within which. The ablative is used 
to express the time when or within which (section 188). 
E. g., Homines aestate et hieme laborant. Men work 
in summer and winter. Aestate and hieme tell the 
time when the men work, and are therefore ablative. 

(g) Of personal agent. With a passive verb the personal 
agent is expressed by the ablative with the preposi¬ 
tions a or ab (section 208). 

E. g., Caesar ab inimicis interfectus est. Caesar was 
killed by enemies. Ab inimicis tells by whom Caesar 
was killed. It is the personal agent with the passive 
verb interfectus est, and is therefore expressed by 
ab with the ablative. 

(h) Of separation. The ablative is used with words that 
indicate privation, removal, or separation. This abla¬ 
tive is used either with or without the prepositions 


116 BEGINNING OR FIRST YEAR LATIN 

ab, de, or ex, and indicates that of which somebody 
or something has been deprived or that from which 
somebody or something has been removed or separated 
(section 232). 

E. g., Dux oppidum periculo liberavit. The general 
freed the town from danger. Periculo tells that from 
which the town (oppidum) was freed (removed), and 
is therefore ablative. 

(i) The comparative ablative. The comparative degree is 
followed by the ablative when quam (than) is omitted 
(section 250). 

E. g., Pater altior fllio est. The father is taller than 
the son. This sentence could be written Pater altior 
quam filius est. When quam is omitted the com¬ 
parative altior is followed by the ablative fllio. 

(j) Of degree of difference. Degree (amount) of differ¬ 
ence is expressed by the ablative (section 264). 

E. g., Pater altior pede est fllio, The father is a foot 
taller than the son (taller by a foot). Pede tells the 
degree . (amount) of difference between the height of 
the son and the height of the father, and is there¬ 
fore ablative. 

(k) Descriptive ablative. A noun with an adjective modi¬ 
fying it may be used in the ablative to describe a 
person or thing (see descriptive genitive, section 307). 
E. g., Miles fuit vir magno virtute. The soldier was 
a man of great courage. Magno virtute describes the 
soldier (miles) by giving one of his characteristics, 
and is therefore in the ablative or genitive. 

(l) The ablative absolute. A noun and a participle agree¬ 
ing with the noun in the ablative, or two nouns in the 
ablative, may be used to express the time, cause, reason, 
or some other circumstance of the action of the main 
verb of a sentence (section 358). 

E. g., Castris munitis vincemus. The camp having 
oeen fortified, we shall conquer. Castris munitis is 
a noun in the ablative with a particple modifying it, 
and tells the reason why we shall conquer . 


BEGINNING OR FIRST YEAR LATIN 117 

(m) Of respect (specification). The ablative may be used 
to denote in what respect a thing is true (section 374). 
E. g., Romani Gallos virtute superaverunt. The Ro¬ 
mans surpassed the Gauls in courage. Virtute tells 
in what respect the Romans were superior to the 
Gauls, and is therefore ablative. 

(n) With deponent verbs. The five deponent verbs, utor, 
fruor, fungor, potior, vescor, and their compounds, 
govern the ablative, i. e., take the ablative as if the 
ablative were the direct object (section 388). 

E. g., Milites gladiis utuntur. Soldiers use swords. 
Gladiis tell what the soldiers use and looks like a 
direct object of utuntur. But because utuntur is 
one of the special verbs mentioned above, gladiis is 
ablative. 

6. The locative case. With names of towns , domus and rus, 
place where is expressed by the locative case (section 197, 
1, and section 195). 

E. g., Caesar Romae fuit. Caesar was at Rome. Romae 
tells where Caesar was, and is therefore locative. 

III. Mode syntax: 

1. Purpose clauses. 

(a) An ut or a ne clause of purpose. 

The subjunctive is used with ut (so that) and ne (so 
that not) to express purpose (section 284). 

E. g., Dux milites ad flumen misit ut pontem delerent. 
The general sent the soldiers to the river so that they 
might destroy the bridge. The ut delerent clause tells 
the purpose the general had in mind in sending the 
soldiers to the river. 

(b) Relative clause of purpose. A relative clause with its 
verb in the subjunctive may be used to express purpose 
(section 420). 

E. g., Dux milites, qui pontem delerent, ad flumen 
misit. The general sent to the river the soldiers who 
shoidd destroy the bridge. Here the qui . . . delerent 


118 


BEGINNING OR FIRST YEAR LATIN 


expresses the same idea as the ut . . . delerent clause 
above. 

2. Result clause. The subjunctive is used with ut {that) and 
ut non {that not) to express result (section 290). 

E. g., Miles tam male pugnavit ut a duce non laudaretur. 
The soldier fought so badly that he ivas not praised by the 
general. The ut . . . non laudaretur clause • tells the 
result of the soldier’s poor fight. Being negative, it is 
expressed by ut . . . non with the subjunctive. 

3. Cum-clauses. A cum-clause is a clause introduced by cum. 

(a) Cum-temporal. When a clause is needed to express 
the time of the act of the main verb, the time may 
be expressed by cum with the subjunctive if the tense 
used in the temporal clause is imperfect or pluperfect, 
or by cum with the indicative if the tense is other 
than the imperfect or pluperfect (section 397). 

E. g., Caesar, cum id nuntiatum esset, in Galliam con- 
tendit. When this had been announced, Caesar hurried 
into Gaul. The cum . . . nuntiatum clause tells 
when Caesar hastened into Gaul. The tense is plu¬ 
perfect, therefore it is expressed by cum with the 
subjunctive. This is the general law. 

(b) Cum-causal. When a clause is needed to express the 
cause for the act of the main verb, the cause may be 
expressed by cum and the subjunctive (section 398). 
E. g., Cum dux interfectus sit mllites non pugnave- 
runt. Since the general was killed the soldiers did not 
fight. The cum . . . interfectus sit clause tells the 
reason why the soldiers did not fight. 

(c) Cum-concessive (adversative). When a subordinate 
clause expresses an idea adverse to the idea of the 
main clause, that adverse idea may be expressed by 
cum with the subjunctive (section 398). 

E. g., Cum dux vulneratus sit, milites fortiter pug- 
naverunt. Although the general was killed, the soldiers 
fought bravely. The cum . . . vulneratus sit clause 
expresses an idea adverse to the idea in the main 
clause. It is a clause that concedes a point. Yet, 


4 


BEGINNING OR FIRST YEAR LATIN 


119 


conceding the point, the idea in the main clause is 
asserted as true. 

4. Indirect question. The verb of an indirect question is 
always in the subjunctive (section 295). 

E. g., Caesar audiverat ubi mllites fuissent. Caesar had 
heard where the soldiers had been. Ubi . . . fuissent is 
an indirect question after a verb of hearing, and its verb 
must be in the subjunctive. The direct form of the ques¬ 
tion is Ubi mllites fuerant? 

5. Condition. A condition is a supposed situation, and may 
take the indicative or subjunctive as follows: 

(a) Simple condition. When nothing is said about the 
truth or falsity of the supposed situation, the indicative 
is used in both clauses. When the future tenses are 
used, the condition is called a future more vivid con¬ 
dition (section 405). 

E. g., SI miles fortiter pugnabit, vincet. If the 

soldier fights (shall fight) bravely , he will conquer. 
Nothing is said as to whether he will or will not 
fight bravely. Therefore it is a simple condition of 
the future more vivid type. 

(b) Doubtfid condition. AVhen the supposed, situation is 
thought of as possibly or probably true, and yet there 
is a doubt about it, the subjunctive present or per¬ 
fect is used in both clauses. The condition is also 
called a future less vivid condition as compared with 
the future more vivid form (section 406). 

E. g.;, SI miles fortiter pugnet, vincat. If the soldier 
should fight bravely, he woidd conquer. Here the sup¬ 
posed situation is looked at as possibly or probably 
true, and the subjunctive is used in both clauses. 
Should and would are contrasted to shall and will of 
the future more vivid type. 

Note: The use of the perfect subjunctive in this condition is 
not common. 

(c) Contrary to fact. When the supposed situation is 
contrary to the facts of the situation that really 


120 


BEGINNING OR FIRST YEAR LATIN 


existed, the subjunctive imperfect or pluperfect is 
used in both clauses (section 407). 

E. g., Si miles fortiter pugnavisset, vicisset. If the 
soldier had fought bravely, he would have conquered. 
The soldier did not fight bravely, and he did not 
conquer. Therefore, the supposed situation is con¬ 
trary to the facts of the situation which really existed. 
































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